Cognitive Curations of Collaborative Curricula

ERIC Educational Resources Information Center

Ackerman, Amy S.

2015-01-01

Assuming the role of learning curators, 22 graduate students (in-service teachers) addressed authentic problems (challenges) within their respective classrooms by selecting digital tools as part of implementation of interdisciplinary lesson plans. Students focused on formative assessment tools as a means to gather evidence to make improvements in…

Exploring the Planets: A Mathematical Journey

NASA Astrophysics Data System (ADS)

Campbell, M. B.; Johnson, C. L.

2002-12-01

We have developed a series of lessons, designed to teach and reinforce mathematics through lessons about Earth and the bodies that most resemble it in the solar system: Mars, Venus, and the Moon. All lessons are based on California mathematics standards and also cover some Earth science content standards. The overall goal is to achieve cross-curricular learning objectives by showing how math and science work together. While the lessons are designed for a 7th grade math class, they could easily be adapted for a science class, or even modified for different grade levels. The lessons are designed to make recent discoveries in planetary science accessible to students in under-resourced schools. The set of five lessons makes up one unit to be taught consecutively. All the lessons are designed for the alternate day 1 hr and 50 min block scheduling, however the activities could be divided up over two days to accommodate a traditional schedule. There are a total of five lessons, plus a unit test and alternative assessment activities to be given on the sixth day of the unit. In a normal block schedule, the unit should take three weeks. The lessons are available on the web at http://mahi.ucsd.edu/johnson/mathjourney. Each lesson plan comprises the lesson objectives (along with the relevant California 7th grade mathematics standards), a warm-up activity, a vocabulary list (containing words that may be unfamiliar to students, especially those who are learning English), materials required for the class, the lesson structure plus sample dialogue, and in-class and homework activities and worksheets. The in-class activities and worksheets give students the opportunity to master concepts, and can also be useful as a formative assessment tool for the teacher. The mid-unit quiz, final test, and final project can be used as summative assessments. The lessons will be tested this fall by the first author at Davis Middle School, Compton, CA. They will also be disseminated among Teach For America corps members to enable a broader impact in a range of urban and rural under-resourced schools. We have also been using the capabilities of the Scripps Institution of Oceanography Visualization Center to produce fly-throughs of large planetary data sets. These are exported as QuickTime movies, making them available as educational tools.

Conditions for Scale and Sustainability. Brief Four

ERIC Educational Resources Information Center

Levin, Stephanie; Duffy, Mark; Dever, Kelly

2012-01-01

Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…

Energy Management Lesson Plans for Vocational Agriculture Instructors.

ERIC Educational Resources Information Center

Hedges, Lowell E., Ed.; Miller, Larry E., Ed.

This notebook provides vocational agricultural teachers with 10 detailed lesson plans on the major topic of energy management in agriculture. The lesson plans present information about energy and the need to manage it wisely, using a problem-solving approach. Each lesson plan follows this format: lesson topic, lesson performance objectives,…

Using a Before-During-After (BDA) Model to Plan Effective Secondary Mathematics Lessons

ERIC Educational Resources Information Center

Wilburne, Jane Murphy; Peterson, Winnie

2007-01-01

Creating effective mathematics lessons can be a challenge for any teacher. One approach to design an effective lesson is using a before-during-after (BDA) format. This article describes what a BDA format is and provides two examples of how it is implemented in high school mathematics classes. (Contains 2 tables and 5 figures.)

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.; Irving, Karen E.

2015-02-01

Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions.

Differential Use of Elementary Science Kits

ERIC Educational Resources Information Center

Jones, Gail; Robertson, Laura; Gardner, Grant E.; Dotger, Sharon; Blanchard, Margaret R.

2012-01-01

The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of…

Security Code Red or Ready? Leaders Sharing--For Tech Leaders

ERIC Educational Resources Information Center

Hall, Don; Kelly, Pat

2005-01-01

Increasingly, teachers rely on computer software and networks to both enhance curriculum management and provide engaging learning opportunities in instruction. New software is enabling more frequent formative assessments to better focus day-to-day lessons on the unique needs of individual learners. Administrators use increasingly complex data…

Examining the influence of formative assessment on conceptual accumulation and conceptual change

NASA Astrophysics Data System (ADS)

Tomita, Miki K.

This study explored the effect of formative assessment on student achievement in science. Research in science education has shown that students enter science classrooms with previously formed explanatory models of the natural world; these naive "mental models" have a substantial influence on their learning of scientific conceptions. In general, conceptual change describes the pathway from pre-instructional or prior conceptions to a post-instructional or desired conception. Conceptual change involves a fundamental restructuring of a network of concepts rather than fitting new concepts into an existing conceptual network or structure. Research has shown that conceptual change is difficult to promote; for example, students may accumulate multiple conceptions over the course of instruction, including both new misconceptions and more scientifically-sound conceptions. Hellden and Solomon (2004) found that although students tended to evoke the same, less-scientific conceptions over time, they could produce more scientifically-sound conceptions during interviews with appropriate prompting; thus, students undergo conceptual accumulation rather than conceptual change. Students can recall scientifically-sound conceptions they have learned and may use them to reason, but they do so in partnership or hybridization with their less-scientific prior conceptions. Formative assessment, which focuses on providing immediate feedback by acting upon student understanding during the course of instruction, and conceptual change have both been linked to increased student achievement. Formative assessment is an instructional strategy that helps teachers to assess students' current understanding, identify the gap between current understanding and expected understanding, and provide immediate and useful feedback to students on how to close the gap. Formative assessment ranges from formal (e.g. embedded, planned-for interactions between teacher and entire class) to informal (e.g. on-the-fly interactions between teacher and class or student). In this study, the links between formative assessment and conceptual accumulation and conceptual change were explored. Specifically, this study asked: (1) Does formative assessment promote conceptual accumulation, and (2) Does formative assessment promote conceptual change? It was hypothesized that conceptual change-focused formative assessment would foster conceptual change, in addition to supporting conceptual accumulation. It was further hypothesized that all students will show gains in conceptual accumulation as indicated by measures of declarative and procedural knowledge, but that students exposed to conceptual change-focused formative assessment would also show gains in conceptual change as indicated by measures of schematic knowledge or mental models. To research the effect of formative assessment on conceptual accumulation and conceptual change, a small randomized experiment involving 102 middle school students was conducted. In Phase I of the study, 52 6th graders were randomly assigned to a treatment or control group; in Phase II of this study, 50 7th graders were randomly assigned to a treatment or control group. Both the control and experimental groups in both phases were taught about sinking and floating by the same teacher (the author) with identical curriculum materials and activities. In addition, the experimental group received three sets of embedded formative assessments focused on conceptual change around the topic of why things sink and float during the course of instruction. In Phase I of this study, both groups were kept at the same pace through the entire sequence of investigations. The control condition spent more time on some of the more critical FAST lessons, gathering additional data to support the theories the curriculum expected they would develop at a particular juncture but not receiving structured experiences aimed at addressing misconceptions. In Phase II, students in the control condition spent roughly the same time on each FAST lesson as those in the experimental condition (e.g. they finished the sequence of activities earlier because they did not have class sessions devoted to the RLs inserted at critical junctures) but participated in the formal assessments as a block of activities after they finished the FAST investigations and posttest measures. In other words, in addition to replicating Phase I, Phase II included a Reflective Lesson section for the control group after the end of the experiment proper, followed by a post-posttest. Overall, it was found that embedding conceptual change-focused formative assessments in the FAST curriculum significantly influenced conceptual change. It was also found that all students experienced significant gains in terms of their conceptual accumulation, regardless of exposure to the formative assessments. This study connected two previously isolated but theoretically linked educational frameworks: conceptual change and formative assessment. It was found that formative assessments can be used to promote conceptual change. It was also found that conceptual change is different than conceptual accumulation, in that students who show gains on measures of declarative and procedural knowledge do not necessarily show gains on measures of schematic knowledge. (Abstract shortened by UMI.)

Robust Implementation of MDC: Teacher Perceptions of Tool Use and Outcomes. Brief Three

ERIC Educational Resources Information Center

Lawrence, Nancy; Sanders, Felicia

2012-01-01

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense…

Robust Implementation of LDC: Teacher Perceptions of Tool Use and Outcomes. Brief Two

ERIC Educational Resources Information Center

Reumann-Moore, Rebecca; Sanders, Felicia

2012-01-01

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense…

Using evaluation methods to guide the development of a tobacco-use prevention curriculum for youth: a case study.

PubMed

Bridge, P D; Gallagher, R E; Berry-Bobovski, L C

2000-01-01

Fundamental to the development of educational programs and curricula is the evaluation of processes and outcomes. Unfortunately, many otherwise well-designed programs do not incorporate stringent evaluation methods and are limited in measuring program development and effectiveness. Using an advertising lesson in a school-based tobacco-use prevention curriculum as a case study, the authors examine the role of evaluation in the development, implementation, and enhancement of the curricular lesson. A four-phase formative and summative evaluation design was developed to divide the program-evaluation continuum into a structured process that would aid in the management of the evaluation, as well as assess curricular components. Formative and summative evaluation can provide important guidance in the development, implementation, and enhancement of educational curricula. Evaluation strategies identified unexpected barriers and allowed the project team to make necessary "time-relevant" curricular adjustments during each stage of the process.

Lesson Study in Prospective Mathematics Teacher Education: Didactic and Paradidactic Technology in the Post-Lesson Reflection

ERIC Educational Resources Information Center

Rasmussen, Klaus

2016-01-01

This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondary prospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson study format. Nevertheless, it is demonstrated…

Establishing a Strong Foundation: District and School Supports for Classroom Implementation of the MDC Framework

ERIC Educational Resources Information Center

Lawrence, Nancy; Sanders, Felicia; Christman, Jolley Bruce; Duffy, Mark

2011-01-01

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers' incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality…

Empowering Students to Write and Re-Write: Standards-Based Strategies for Middle and High School Teachers

ERIC Educational Resources Information Center

Combs, Warren E.

2009-01-01

In this book, the author provides teachers with detailed strategies and lesson plans, along with real student writing samples. He describes effective routines of formative self-assessment, and shows teachers how to form a professional learning team with their colleagues using the 6-session professional learning guide. Contents include: (1)…

Fire Officer I Lesson Plans.

ERIC Educational Resources Information Center

Pribyl, Paul F.

Lesson plans are provided for the Fire Officer I course. Material for each lesson is presented in this format: course title, lesson title, equipment required, training aids needed, and a content outline which details teaching points and related instructor references. These references, or suggested readings, are listed at the conclusion of each…

Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Tobiason, Glory; Heritage, Margaret; Chang, Sandy; Jones, Barbara; Herman, Joan

2014-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

Lessons for Teaching Art Criticism.

ERIC Educational Resources Information Center

Barrett, Terry, Ed.; Clark, Gilbert, Ed.

This collection of lessons is meant to be a practical guide to help teachers engage children in art criticism. The lessons generally follow a similar format. Most suggest an age group but may be modified for use with younger or older students. Several authors suggest variations and extensions for lessons that include studio activities. A broad…

Revisiting the Great Lessons. Spotlight: Cosmic Education.

ERIC Educational Resources Information Center

Chattin-McNichols, John

2002-01-01

Considers the role of the Great Lessons--formation of the universe, evolution of life, evolution of humans, and discovery of language and mathematics--in the Montessori elementary curriculum. Discusses how the Great Lessons guide and organize the curriculum, as well as the timing of the lessons across the 6-12 age span. (JPB)

Physical Education Teachers' Professionalization: A Review of Occupational Power and Professional Control

ERIC Educational Resources Information Center

Kougioumtzis, Konstantin; Patriksson, Goran; Strahlman, Owe

2011-01-01

This article reviews research on physical education (PE) teachers' professionalization considering their relative position at schools and in the community as well as their control over the lesson formation. The position considers issues of prestige, status and esteem while lesson formation regards constitutional, organizational and physical…

Alternative Career Formation Perspectives: Lessons for Educational Leadership from Law, Medicine, and Training for the Priesthood.

ERIC Educational Resources Information Center

Daresh, John C.; Playko, Marsha A.

One of the suggestions for improving the professional development of school leaders is to adopt some of the practices used in other professional fields. This paper explores three models of professional development traditionally followed in medicine, law, and the Catholic priesthood to assess the extent to which these approaches are likely to…

Teaching and Learning with Internet-based Resources. Literacy Leader Fellowship Program Reports, Volume III, Number 2.

ERIC Educational Resources Information Center

Cowles, Susan

1997-01-01

This issue focuses on a project to develop a set of curricular materials using Internet-based resources and the formation of a staff development/project implementation team of instructors. Section 1 provides a project rationale, summary information about findings and lessons learned, and results of needs assessment surveys conducted in Oregon.…

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Electricity-Electronics for Industrial Arts. Instructors Lesson Plans. Industrial Arts Series, Publication Number 10,010.

ERIC Educational Resources Information Center

Hinrichs, Roy S., Comp.

Thirty-one lesson plans on electricity-electronics are presented in this guide designed for industrial arts instructors. Each lesson plan is organized into the following format: (1) lesson objective; (2) supplementary teaching items; (3) presentation; (4) demonstration; (5) laboratory or other activities; and (6) test items (oral, written, or…

Planning to Serve: Using Backwards Planning to Design Service-Learning Lesson Plans in the Preservice Curriculum

ERIC Educational Resources Information Center

Stiler, Gary

2009-01-01

The author describes how the Understanding by Design (backwards planning) lesson plan format was used by his preservice K-12 students to develop service-learning lesson plans. Preservice teachers in a multicultural education course were given an assignment to develop service-learning lesson plans using the Understanding by Design planning process.…

The Implementation and Effects of the Mathematics Design Collaborative (MDC): Early Findings from Kentucky Ninth-Grade Algebra 1 Courses. CRESST Report 845

ERIC Educational Resources Information Center

Herman, Joan L.; Matrundola, Deborah La Torre; Epstein, Scott; Leon, Seth; Dai, Yunyun; Reber, Sarah; Choi, Kilchan

2015-01-01

With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high…

The Bridge between Today's Lesson and Tomorrow's

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

2014-01-01

A lot of people talk about the value of formative assessment, but Carol Ann Tomlinson points out that, too often, it is reduced to a mechanism for raising end-of-year-test scores when it should be an ongoing exchange between a teacher and his or her students designed to help students grow. When aligned with current content goals, it can help…

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

NASA Astrophysics Data System (ADS)

Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

Launching Complex Tasks

ERIC Educational Resources Information Center

Jackson, Kara J.; Shahan, Emily C.; Gibbons, Lynsey K.; Cobb, Paul A.

2012-01-01

Mathematics lessons can take a variety of formats. In this article, the authors discuss lessons organized around complex mathematical tasks. These lessons usually unfold in three phases. First, the task is introduced to students. Second, students work on solving the task. Third, the teacher "orchestrates" a concluding whole-class discussion in…

Patterns of Change: Forces and Motion

ERIC Educational Resources Information Center

Phillips, Marianne; Jeffery, Tonya D.

2016-01-01

Patterns of Change: Forces and Motion is an integrated science lesson that uses the 5E lesson cycle to tie together science with language arts, mathematics, literature, technology, engineering and social studies in an engaging format applicable for young learners. This lesson has been uniquely designed for the purpose of providing elementary…

Authoring a CAI Lesson in Nutrition Education.

ERIC Educational Resources Information Center

Ries, Carol P.; And Others

1984-01-01

A nutrition lesson on vegetarianism (focusing on vegetarian types, complementary protein, special-care nutrients, and diet planning) that uses a pre-developed plan which concentrates on lesson content and design has been developed. Initial planning and procedures involved in developing the unit (selecting teaching modes, text writing, formatting,…

Key Nutrients.

ERIC Educational Resources Information Center

Federal Extension Service (USDA), Washington, DC.

Lessons written to help trainer agents prepare aides for work with families in the Food and Nutrition Program are presented in this booklet. The key nutrients discussed in the 10 lessons are protein, carbohydrates, fat, calcium, iron, iodine, and Vitamins A, B, C, and D. the format of each lesson is as follows: Purpose, Presentation, Application…

Comment Data Mining to Estimate Student Performance Considering Consecutive Lessons

ERIC Educational Resources Information Center

Sorour, Shaymaa E.; Goda, Kazumasa; Mine, Tsunenori

2017-01-01

The purpose of this study is to examine different formats of comment data to predict student performance. Having students write comment data after every lesson can reflect students' learning attitudes, tendencies and learning activities involved with the lesson. In this research, Latent Dirichlet Allocation (LDA) and Probabilistic Latent Semantic…

Assessing Pre-Service Teachers' Quality Teaching Practices

ERIC Educational Resources Information Center

Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi

2011-01-01

The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…

In-Class Use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

ERIC Educational Resources Information Center

Poling, Kirsten; Smit, Julie; Higgs, Dennis

2013-01-01

Laptop computers were provided for use in three biology classes with differing formats (a second year lecture course of 100 students, a third/fourth year lecture course of 50 students, and a second year course with greater than 250 students, in groups of 25 during the laboratory portion of the class) to assess their impact on student learning and…

Lessons of the Narragansetts.

ERIC Educational Resources Information Center

Narraganset Tribal Education Project, Inc., Charleston, RI.

The curriculum guide presents lesson plans and suggested activities for a six-week mini course for secondary students on the culture and history of the Narragansett Indians. It is part of the Narragansett Tribe Ethnic Heritage Program. An outline of the general format and content suggests a time allotment for each of the 12 lessons. The lessons…

Motor Transportation Technology: Automechanics. [Air Conditioning.] Block IX. A-IX.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

This packet contains 13 teacher lesson plans with related student information, job sheets, and task sheets for a block of instruction on motor vehicle refrigeration (air conditioning) systems in a course on auto mechanics. Lesson plans, which are either informational or manipulative in format, take the teacher step-by-step through each lesson.…

A Lesson Based on Student-Generated Ideas: A Practical Example Highlighting the Role of a Teacher

ERIC Educational Resources Information Center

Fuentes, Sarah Quebec

2011-01-01

The role of a teacher is different from that in traditional mathematics instruction when the implementation of a lesson is based on students' ideas. The author's experience teaching the same lesson (of the latter format) to two different classes of pre-service teachers in an elementary mathematics methods course is described. Since whole-class…

When Static Media Promote Active Learning: Annotated Illustrations Versus Narrated Animations in Multimedia Instruction

ERIC Educational Resources Information Center

Mayer, Richard E.; Hegarty, Mary; Mayer, Sarah; Campbell, Julie

2005-01-01

In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works…

Experiences and lessons learned for planning and supply of micronutrient powders interventions

PubMed Central

Schauer, Claudia; Sunley, Nigel; Nyhus Dhillon, Christina; Roca, Claudia; Tapia, Gustavo; Mathema, Pragya; Walton, Shelley; Situma, Ruth; Zlotkin, Stanley; DW Klemm, Rolf

2017-01-01

Abstract Realistic planning for a nutrition intervention is a critical component of implementation, yet effective approaches have been poorly documented. Under the auspices of “The Micronutrient Powders Consultation: Lessons Learned for Operational Guidance,” 3 working groups were formed to summarize experiences and lessons across countries regarding micronutrient powders (MNP) interventions for young children. This paper focuses on programmatic experiences in the planning stages of an MNP intervention, encompassing assessment, enabling environment and adaptation, as well as considerations for supply. Methods included a review of published and grey literature, key informant interviews, and deliberations throughout the consultation process. We found that assessments helped justify adopting an MNP intervention, but these assessments were often limited by their narrow scope and inadequate data. Establishing coordinating bodies and integrating MNP into existing policies and programmes have helped foster an enabling environment and support programme stability. Formative research and pilots have been used to adapt MNP interventions to specific contexts, but they have been insufficient to inform scale‐up. In terms of supply, most countries have opted to procure MNP through international suppliers, but this still requires understanding and navigating the local regulatory environment at the earliest stages of an intervention. Overall, these findings indicate that although some key planning and supply activities are generally undertaken, improvements are needed to plan for effective scale‐up. Much still needs to be learned on MNP planning, and we propose a set of research questions that require further investigation. PMID:28960875

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

NASA Astrophysics Data System (ADS)

Juhler, Martin Vogt

2018-06-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

NASA Astrophysics Data System (ADS)

Juhler, Martin Vogt

2017-05-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Assessing the effectiveness of the Pesticides and Farmworker Health Toolkit: a curriculum for enhancing farmworkers' understanding of pesticide safety concepts.

PubMed

LePrevost, Catherine E; Storm, Julia F; Asuaje, Cesar R; Arellano, Consuelo; Cope, W Gregory

2014-01-01

Among agricultural workers, migrant and seasonal farmworkers have been recognized as a special risk population because these laborers encounter cultural challenges and linguistic barriers while attempting to maintain their safety and health within their working environments. The crop-specific Pesticides and Farmworker Health Toolkit (Toolkit) is a pesticide safety and health curriculum designed to communicate to farmworkers pesticide hazards commonly found in their working environments and to address Worker Protection Standard (WPS) pesticide training criteria for agricultural workers. The goal of this preliminary study was to test evaluation items for measuring knowledge increases among farmworkers and to assess the effectiveness of the Toolkit in improving farmworkers' knowledge of key WPS and risk communication concepts when the Toolkit lesson was delivered by trained trainers in the field. After receiving training on the curriculum, four participating trainers provided lessons using the Toolkit as part of their regular training responsibilities and orally administered a pre- and post-lesson evaluation instrument to 20 farmworker volunteers who were generally representative of the national farmworker population. Farmworker knowledge of pesticide safety messages significantly (P<.05) increased after participation in the lesson. Further, items with visual alternatives were found to be most useful in discriminating between more and less knowledgeable farmworkers. The pilot study suggests that the Pesticides and Farmworker Health Toolkit is an effective, research-based pesticide safety and health intervention for the at-risk farmworker population and identifies a testing format appropriate for evaluating the Toolkit and other similar interventions for farmworkers in the field.

An analysis of music therapy program goals and outcomes for clients with diagnoses on the autism spectrum.

PubMed

Kaplan, Ronna S; Steele, Anita Louise

2005-01-01

The researchers analyzed data related to goals and outcomes over 2 program years for 40 music therapy clients, ranging in age from 2-49 years, with diagnoses on the autism spectrum. They investigated music therapy interventions, session types, and formats most frequently used; goals most frequently addressed; assessed level of difficulty of clients and their situations; and generalization of skills attained in music therapy to other settings. The most common session type was individual, followed by partner, small or large groups, peer model, or a combination. Primary goal areas were ranked from language/communication (41%), behavioral/psychosocial (39%), cognitive (8%), and musical (7%), to perceptual/motor (5%). One hundred percent of subjects reached their initial objectives in these goal areas within one year or less, regardless of session type, level of difficulty, or goal area. Seventy-seven percent of intermediate objectives were reached within that time. The most frequently utilized interventions were interactive instrument playing, musical instrument instruction, interactive singing, instrument choices, and song choices. Specific interventions chosen did not affect accomplishment of initial objectives. However, there was more variation among interventions in terms of achievement of intermediate objectives. Session formats were ranked from activity-based as most frequent to lesson-based, client-led/"shadow," and ensemble format. All formats were successful when addressing initial objectives, with lesson-based format being most effective in reaching intermediate objectives. Lastly, 100% of parents and caregivers surveyed indicated subjects generalized skills/responses acquired in music therapy to non-music therapy environments.

Readings on American Society. The Audio-Lingual Literary Series II.

ERIC Educational Resources Information Center

Imamura, Shigeo; Ney, James W.

This text contains 11 lessons based on an adaptation of the 1964 essay "Automation: Road to Lifetime Jobs" by A.H. Raskin and 14 lessons based on an adaptation of John Fischer's 1948 essay "Unwritten Rules of American Politics." The format of the book and the lessons is the same as that of the other volumes of "The Audio-Lingual Literary Series."…

Design and Implementation of a Self-Directed Stereochemistry Lesson Using Embedded Virtual Three-Dimensional Images in a Portable Document Format

ERIC Educational Resources Information Center

Cody, Jeremy A.; Craig, Paul A.; Loudermilk, Adam D.; Yacci, Paul M.; Frisco, Sarah L.; Milillo, Jennifer R.

2012-01-01

A novel stereochemistry lesson was prepared that incorporated both handheld molecular models and embedded virtual three-dimensional (3D) images. The images are fully interactive and eye-catching for the students; methods for preparing 3D molecular images in Adobe Acrobat are included. The lesson was designed and implemented to showcase the 3D…

Human Spaceflight Conjunction Assessment: Lessons Learned

NASA Technical Reports Server (NTRS)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

The assessment of professional competence: building blocks for theory development.

PubMed

van der Vleuten, C P M; Schuwirth, L W T; Scheele, F; Driessen, E W; Hodges, B

2010-12-01

This article presents lessons learnt from experiences with assessment of professional competence. Based on Miller's pyramid, a distinction is made between established assessment technology for assessing 'knows', 'knowing how' and 'showing how' and more recent developments in the assessment of (clinical) performance at the 'does' level. Some general lessons are derived from research of and experiences with the established assessment technology. Here, many paradoxes are revealed and empirical outcomes are often counterintuitive. Instruments for assessing the 'does' level are classified and described, and additional general lessons for this area of performance assessment are derived. These lessons can also be read as general principles of assessment (programmes) and may provide theoretical building blocks to underpin appropriate and state-of-the-art assessment practices. Copyright © 2010 Elsevier Ltd. All rights reserved.

Flight Simulation Model Exchange. Volume 1

NASA Technical Reports Server (NTRS)

Murri, Daniel G.; Jackson, E. Bruce

2011-01-01

The NASA Engineering and Safety Center Review Board sponsored an assessment of the draft Standard, Flight Dynamics Model Exchange Standard, BSR/ANSI-S-119-201x (S-119) that was conducted by simulation and guidance, navigation, and control engineers from several NASA Centers. The assessment team reviewed the conventions and formats spelled out in the draft Standard and the actual implementation of two example aerodynamic models (a subsonic F-16 and the HL-20 lifting body) encoded in the Extensible Markup Language grammar. During the implementation, the team kept records of lessons learned and provided feedback to the American Institute of Aeronautics and Astronautics Modeling and Simulation Technical Committee representative. This document contains the results of the assessment.

Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

NASA Astrophysics Data System (ADS)

Cisterna Alburquerque, Dante Igor

This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote better understanding of students' ideas and her mindset shifted to place more value on the diversity of students' thinking and help them be more aware of their ideas. This study illustrates the complexities of enacting formative assessment practices in particular classrooms because teachers may interpret and use these tools in different ways. Thus, when teachers enacted these mediating tools, their interaction with the activity system's components produced different instructional outcomes and tensions. Similarly, this study describes how the use of artifacts of practice can be a vehicle between professional development and classrooms, especially in early stages of professional development. This study presents implications for professional development and formative assessment research and practice. Professional development needs to support teachers in reflecting on their practice in terms of activity systems, use a solid and research-based understanding of formative assessment, and promote opportunities to teachers to create, enact, and reflect on formative assessment artifacts and tools.

Online Soil Science Lesson 3: Soil Forming Factors

USDA-ARS?s Scientific Manuscript database

This lesson explores the five major factors of soil formation, namely: 1) climate; 2) organisms; 3) time; 4) topography; and 5) parent material and their influence in forming soil. The distinction between active and passive factors, moisture and temperature regimes, organism and topographic influen...

Training Capabilities Test of Electronics Equipment Maintenance Trainer (EEMT): Findings and Conclusions.

DTIC Science & Technology

1984-07-01

primarily a stand-alone, equipment-specific trainer which uses both structured and free - play lessonware. Structured lessons provide instruction on various...topics in a typical interactive tutorial format. Free - play lessons present troubleshooting problems and students are allowed to observe and manipulate...the simulated equipment until a solution is reached. Free - play lessons closely parallel laboratory training problems. S3 4. O. .4 o• , e o . . o - o o

Experiences and lessons learned for planning and supply of micronutrient powders interventions.

PubMed

Schauer, Claudia; Sunley, Nigel; Hubbell Melgarejo, Carrie; Nyhus Dhillon, Christina; Roca, Claudia; Tapia, Gustavo; Mathema, Pragya; Walton, Shelley; Situma, Ruth; Zlotkin, Stanley; Dw Klemm, Rolf

2017-09-01

Realistic planning for a nutrition intervention is a critical component of implementation, yet effective approaches have been poorly documented. Under the auspices of "The Micronutrient Powders Consultation: Lessons Learned for Operational Guidance," 3 working groups were formed to summarize experiences and lessons across countries regarding micronutrient powders (MNP) interventions for young children. This paper focuses on programmatic experiences in the planning stages of an MNP intervention, encompassing assessment, enabling environment and adaptation, as well as considerations for supply. Methods included a review of published and grey literature, key informant interviews, and deliberations throughout the consultation process. We found that assessments helped justify adopting an MNP intervention, but these assessments were often limited by their narrow scope and inadequate data. Establishing coordinating bodies and integrating MNP into existing policies and programmes have helped foster an enabling environment and support programme stability. Formative research and pilots have been used to adapt MNP interventions to specific contexts, but they have been insufficient to inform scale-up. In terms of supply, most countries have opted to procure MNP through international suppliers, but this still requires understanding and navigating the local regulatory environment at the earliest stages of an intervention. Overall, these findings indicate that although some key planning and supply activities are generally undertaken, improvements are needed to plan for effective scale-up. Much still needs to be learned on MNP planning, and we propose a set of research questions that require further investigation. © 2017 The Authors. Maternal and Child Nutrition Published by John Wiley & Sons, Ltd.

The Integration of English Language Development and Science Instruction in Elementary Classrooms

NASA Astrophysics Data System (ADS)

Zwiep, Susan Gomez; Straits, William J.; Stone, Kristin R.; Beltran, Dolores D.; Furtado, Leena

2011-12-01

This paper explores one district's attempt to implement a blended science and English Language Development (ELD) elementary program, designed to provide English language learners opportunities to develop proficiency in English through participation in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format to structure and guide teachers' efforts to use science as the context for language development. Data, collected throughout the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting science/ELD lesson plan format, and teachers' perceptions about the program and its impact on their students are described.

The DigiLit Framework

ERIC Educational Resources Information Center

Baxa, Julie; Christ, Tanya

2018-01-01

Selecting and integrating the use of digital texts/tools in literacy lessons are complex tasks. The DigiLit framework provides a succinct model to guide planning, reflection, coaching, and formative evaluation of teachers' successful digital text/tool selection and integration for literacy lessons. For digital text/tool selection, teachers need to…

Asian American Curriculum Guide.

ERIC Educational Resources Information Center

Saint Paul Public Schools, Minn.

This comprehensive Asian American curriculum and resource guide for elementary school teachers consists of lessons developed as part of an in-service teacher education workshop. The guide is divided into three topic areas: stereotyping; similarities; and differences. The format for lessons in all sections contains a title, key concepts,…

Lesson Plans in Urban Economics.

ERIC Educational Resources Information Center

Alexander, Albert

1990-01-01

Traces history of urbanization and problems created by growth of cities. Describes process of homogenization achieved by land-use regulations, income and education differentiation, and racial/ethnic characteristics. Focuses on the sociopolitical-economic challenges of the 1990s. Includes format for three lessons with a case study project and…

A Case Study Objectively Assessing Female Physical Activity Levels within the National Curriculum for Physical Education

ERIC Educational Resources Information Center

Hobbs, Matthew; Daly-Smith, Andrew; Morley, David; McKenna, James

2015-01-01

The purpose of this study was to assess the impact of the National Curriculum for Physical Education (NCPE) lesson themes and contexts on the profile of moderate-to-vigorous physical activity (MVPA). Fifteen, Year 9 Physical Education (PE) lessons were assessed within the lesson themes of Outwitting Opponents (OO) (delivered through field hockey…

Towards realistic modelling of spectral line formation - lessons learnt from red giants

NASA Astrophysics Data System (ADS)

Lind, Karin

2015-08-01

Many decades of quantitative spectroscopic studies of red giants have revealed much about the formation histories and interlinks between the main components of the Galaxy and its satellites. Telescopes and instrumentation are now able to deliver high-resolution data of superb quality for large stellar samples and Galactic archaeology has entered a new era. At the same time, we have learnt how simplifying physical assumptions in the modelling of spectroscopic data can bias the interpretations, in particular one-dimensional homogeneity and local thermodynamic equilibrium (LTE). I will present lessons learnt so far from non-LTE spectral line formation in 3D radiation-hydrodynamic atmospheres of red giants, the smaller siblings of red supergiants.

Topics in Hawaii's History: Resources and Lesson Plans for Secondary School Teachers.

ERIC Educational Resources Information Center

Odo, Franklin, Ed.; Kawamoto, Kevin, Ed.; McGregor, Davianna, Ed.

Twenty-nine teachers participated in a 4-week National Endowment for the Humanities institute which covered topics from pre-contact Hawaiian population estimates to formation of plantation workforces to contemporary sovereignty issues. The lessons the participants developed are divided into nine sections. Section 1, "Geography," contains…

Courtside: Lesson Lost?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2004-01-01

In this month's Courtside, the author will stray somewhat from his usual format of describing a single case. Instead, he will be presenting the details of two separate cases, both of which involve similar circumstances, rely on similar legal arguments, and have similar outcomes. Most important, both appear to carry the same lesson. The lessons…

Physical Activity in Physical Education: Are Longer Lessons Better?

ERIC Educational Resources Information Center

Smith, Nicole J.; Monnat, Shannon M.; Lounsbery, Monica A. F.

2015-01-01

Background: The purpose of this study was to compare physical activity (PA) outcomes in a sample of high school (HS) physical education (PE) lessons from schools that adopted "traditional" versus "modified block" schedule formats. Methods: We used the System for Observing Fitness Instruction Time (SOFIT) to conduct observations…

Human Self-Development: Our Moral Heritage.

ERIC Educational Resources Information Center

Department of the Army, Washington, DC.

An instructor's guide and lesson plans for classroom instruction of women in the Army's Human Self-Development Program are provided. The topic of this pamphlet is "Our Moral Heritage." Each of the six chapters of the guide have the same format, as follows: Outline, Instructor's Resource Material, Lesson Plan, and Instructional Aids. The…

Perspectives on Blended Learning through the On-Line Platform, LabLessons, for Chemistry

ERIC Educational Resources Information Center

Jihad, Teeba; Klementowicz, Edward; Gryczka, Patrick; Sharrock, Chappel; Maxfield, MacRae; Lee, Yongjun; Montclare, Jin Kim

2018-01-01

The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, "Formation of Hydrogen" and "Titration," were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better comprehend these scientific…

Language![R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"LANGUAGE!"[R] is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. During a daily lesson, students work on six key literacy strands (which the…

NEWTON'S APPLE 14th Season Teacher's Guide.

ERIC Educational Resources Information Center

Wichmann, Sue, Ed.

This guide was developed to help teachers use the 14th season of NEWTON'S APPLE in their classrooms and contains lessons formatted to follow the National Science Education Standards. The "Overview,""Main Activity," and "Try-This" sections were created with inquiry-based learning in mind. Each lesson page begins with…

Lesson Plan Using Artistic Ways of Thinking

ERIC Educational Resources Information Center

Miller, Penelope

2011-01-01

Today with teacher cutbacks looming, and more integration units, general teachers might be required to teach the visual arts. Therefore, teachers need a clear definition of the discipline of art and personal exposure to aesthetic experiences. Many references are made to classic art education research. When lesson plan formats are generic it…

Lessons in American Music

ERIC Educational Resources Information Center

Robinson Lindsay, Debra Kay

2006-01-01

"Lessons in American Music," by Debra Kay Robinson Lindsay, is a collection of lessons covering William Billings, Stephen Foster, Scott Joplin, and "The Star-Spangled Banner." This book is an all-in-one resource for teachers, offering lesson plans, activities, sheet music, and assessments. The set of lessons on William Billings will let your…

An analysis of science conceptual knowledge in journals of students with disabilities and normally achieving students

NASA Astrophysics Data System (ADS)

Grigg, Gail S.

Science education reforms of the last two decades have focused on raising the bar for ALL students which includes students with mild to moderate disabilities. Formative assessment can be used to assess the progress of these students to inquire, understand scientific concepts, reason scientifically, make decisions, and communicate effectively in science. The purpose of this study is to examine the use of science journals as a formative assessment in a guided inquiry unit of study for students with learning disabilities. Two normally achieving students (NA) and five students with learning disabilities (SLD) participated in a study of mammals that utilized journals to record the development of student knowledge through the course of study. Students were interviewed after the lessons were complete using the same prompts required in the journals. Themes were developed from the student writings and their verbal discourse using Grounded Theory. Journals and verbal discourse were rated following the themes of Knowledge Telling (KT) and Knowledge Transformation (KTR). Concept maps were developed for the Pre and Post test lessons (written and verbal discourses) by the raters in an attempt to further explain the knowledge that the students conveyed. The results of this study suggest that SLD are able to demonstrate knowledge about mammals better through verbal discourse than written discourse. While the NA students wrote more and used more technical discourse than did their SLD peers, the conceptual understanding of the topic by the SLD was no less inclusive than their NA peers when accessed verbally. The journals demonstrated limited conceptual growth for the SLD. Further, while lexical density is important to the development of knowledge in science, this study suggests the "conceptual density" may be another important indicator to examine.

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

ERIC Educational Resources Information Center

Chizhik, Estella Williams; Chizhik, Alexander Williams

2018-01-01

How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students'…

A rabies lesson improves rabies knowledge amongst primary school children in Zomba, Malawi.

PubMed

Burdon Bailey, Jordana L; Gamble, Luke; Gibson, Andrew D; Bronsvoort, Barend M deC; Handel, Ian G; Mellanby, Richard J; Mazeri, Stella

2018-03-01

Rabies is an important neglected disease, which kills around 59,000 people a year. Over a third of these deaths are in children less than 15 years of age. Almost all human rabies deaths in Africa and Asia are due to bites from infected dogs. Despite the high efficacy of current rabies vaccines, awareness about rabies preventive healthcare is often low in endemic areas. It is therefore common for educational initiatives to be conducted in conjunction with other rabies control activities such as mass dog vaccination, however there are few examples where the efficacy of education activities has been assessed. Here, primary school children in Zomba, Malawi, were given a lesson on rabies biology and preventive healthcare. Subsequently, a mass dog vaccination programme was delivered in the same region. Knowledge and attitudes towards rabies were assessed by a questionnaire before the lesson, immediately after the lesson and 9 weeks later to assess the impact the lesson had on school children's knowledge and attitudes. This assessment was also undertaken in children who were exposed to the mass dog vaccination programme but did not receive the lesson. Knowledge of rabies and how to be safe around dogs increased following the lesson (both p<0.001), and knowledge remained higher than baseline 9 weeks after the lesson (both p<0.001). Knowledge of rabies and how to be safe around dogs was greater amongst school children who had received the lesson compared to school children who had not received the lesson, but had been exposed to a rabies vaccination campaign in their community (both p<0.001) indicating that the lesson itself was critical in improving knowledge. In summary, we have shown that a short, focused classroom-based lesson on rabies can improve short and medium-term rabies knowledge and attitudes of Malawian schoolchildren.

A rabies lesson improves rabies knowledge amongst primary school children in Zomba, Malawi

PubMed Central

Burdon Bailey, Jordana L.; Gamble, Luke; Gibson, Andrew D.; Bronsvoort, Barend M. deC.; Handel, Ian G.; Mellanby, Richard J.; Mazeri, Stella

2018-01-01

Rabies is an important neglected disease, which kills around 59,000 people a year. Over a third of these deaths are in children less than 15 years of age. Almost all human rabies deaths in Africa and Asia are due to bites from infected dogs. Despite the high efficacy of current rabies vaccines, awareness about rabies preventive healthcare is often low in endemic areas. It is therefore common for educational initiatives to be conducted in conjunction with other rabies control activities such as mass dog vaccination, however there are few examples where the efficacy of education activities has been assessed. Here, primary school children in Zomba, Malawi, were given a lesson on rabies biology and preventive healthcare. Subsequently, a mass dog vaccination programme was delivered in the same region. Knowledge and attitudes towards rabies were assessed by a questionnaire before the lesson, immediately after the lesson and 9 weeks later to assess the impact the lesson had on school children’s knowledge and attitudes. This assessment was also undertaken in children who were exposed to the mass dog vaccination programme but did not receive the lesson. Knowledge of rabies and how to be safe around dogs increased following the lesson (both p<0.001), and knowledge remained higher than baseline 9 weeks after the lesson (both p<0.001). Knowledge of rabies and how to be safe around dogs was greater amongst school children who had received the lesson compared to school children who had not received the lesson, but had been exposed to a rabies vaccination campaign in their community (both p<0.001) indicating that the lesson itself was critical in improving knowledge. In summary, we have shown that a short, focused classroom-based lesson on rabies can improve short and medium-term rabies knowledge and attitudes of Malawian schoolchildren. PMID:29522517

A Four-Tier Differentiation Model: Engage All Students in the Learning Process

ERIC Educational Resources Information Center

Herrelko, Janet M.

2013-01-01

This study details the creation of a four-tiered format designed to help preservice teachers write differentiated lesson plans. A short history of lesson plan differentiation models is described and how the four-tier approach was developed through collaboration with classroom teachers and university faculty. The unifying element for the format…

A Computer Course for Business Students: Teacher's Guide.

ERIC Educational Resources Information Center

Waterhouse, Ann

This teacher's guide is for a course designed to teach business students the fundamentals of the BASIC language and computer programming using a series of business-oriented programs. Each lesson contains an introduction, flow charts, and computer programs. The six lesson topics are print-out and format control, count-average, withholding tax…

Helping Students Develop a 21st Century Environmental & Social Ethic.

ERIC Educational Resources Information Center

Peters, Richard Oakes

This document presents an interdisciplinary curriculum in ecology and social studies for the K-12 grade level. Topics include: (1) A Model Strategy; (2) Participatory Citizenship; (3) Graphic Studies; (4) Globescope Matrices; (5) Nurturing an Environmental and Social Ethic; (6) Unit Outline; and (7) Lesson Design Format. Ecology lesson plans are…

Motor Transportation Technology: Automechanics. Tune-Up. Block VIII. A-VIII.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

Instructional materials on tune-ups are provided for an auto mechanics course in the motor transportation technology program. Instructor's plans are provided for three units. Each unit consists of instructional and manipulative lessons. The format of an instructional lesson is as follows: the subject, aim, a listing of teaching aids and materials,…

Characterization versus Narration: Drama's Role in Multimedia Instructional Software

ERIC Educational Resources Information Center

Cates, Ward Mitchell; Bishop, M. J.; Hung, Woei

2005-01-01

As part of an ongoing research program, the authors investigated the use of single-voiced narration and multi-voiced characterizations/monologues in a formative evaluation study of an instructional lesson on information processing. That lesson employed a design based on the use of content-related metaphors and a metaphorical graphical user…

Flight Simulation Model Exchange. Volume 2; Appendices

NASA Technical Reports Server (NTRS)

Murri, Daniel G.; Jackson, E. Bruce

2011-01-01

The NASA Engineering and Safety Center Review Board sponsored an assessment of the draft Standard, Flight Dynamics Model Exchange Standard, BSR/ANSI-S-119-201x (S-119) that was conducted by simulation and guidance, navigation, and control engineers from several NASA Centers. The assessment team reviewed the conventions and formats spelled out in the draft Standard and the actual implementation of two example aerodynamic models (a subsonic F-16 and the HL-20 lifting body) encoded in the Extensible Markup Language grammar. During the implementation, the team kept records of lessons learned and provided feedback to the American Institute of Aeronautics and Astronautics Modeling and Simulation Technical Committee representative. This document contains the appendices to the main report.

Documenting Preservice Teacher Growth through Critical Assessment of Online Lesson Plans

ERIC Educational Resources Information Center

Cude, Michelle D.; Haraway, Dana L.

2017-01-01

This research explores the question of how students in a social studies methods course improve skills in analyzing and critiquing pre-existing lesson plans. It utilizes a pre-post authentic assessment tool to measure student growth in key skills of lesson plan critique over the course of one semester's methods instruction. The results support the…

Motor Transportation Technology: Automechanics. [Fuel and Exhaust System.] Block VII. A-VII.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

Instructional materials on fuel and exhaust systems are provided for an auto mechanics course in the motor transportation technology program. Instructor's plans are provided for five units. Each unit consists of instructional and manipulative lessons. The format of an instructional lesson is as follows: the subject, aim, a listing of teaching aids…

Lecciones de Quechua. Primer Nivel, Segundo Nivel (Quechua Lessons. First Level, Second Level).

ERIC Educational Resources Information Center

Herrero, Joaquin; And Others

The two volumes comprising this text represent the beginning and intermediate levels of a course in the Quechua language for speakers of Spanish. Based on the "Audio Lingual Materials" format, the ten lessons in the the first volume generally contain: (1) a short dialog and a supplementary vocabulary section or adapted dialog which…

The Education and Lifestyle of the Chinese Literati. Lesson Plan.

ERIC Educational Resources Information Center

Smithsonian Institution, Washington, DC. Arthur M. Sackler Gallery.

This teaching package describes the education and lifestyle of the Chinese literati, popular from the Ming to the Qing dynasties (1368-1911). It consists of four lesson plans and a teacher's guide to a slide set. The latter illustrates painting formats popular during the late Ming period (1573-1644), hanging scrolls, handscrolls, the album leaf,…

The Backcountry Classroom: Lesson Plans for Teaching in the Wilderness.

ERIC Educational Resources Information Center

Bonney, Bruce F.; Drury, Jack K.

This book is designed to help instructors and students master and teach the Wilderness Education Association (WEA) curriculum while in the field. It is formatted in self-contained lesson plans which describe the overall goal, the specific objectives, the body of knowledge, and the materials necessary for teaching about a specific topic within the…

Physical education or playtime: which is more effective at promoting physical activity in primary school children?

PubMed

Wood, Carly; Hall, Katie

2015-01-20

School physical education (PE) and playtime provide important opportunities for physical activity (PA). However, little research has assessed PA during primary school PE using accelerometry or compared PA during different lesson types. There is also a lack of research comparing PA during PE and playtime, despite suggestions that playtime promotes more PA. The primary aim of this study was to determine which types of PE lesson are most facilitative of PA. The secondary aim was to determine whether children are more active during PE or playtime. Descriptive and fitness data were assessed in 20 children aged 8-9years from a single school. Over eight consecutive weeks PA was assessed during PE lessons, which were classified as either team games or movement activities. At the mid-week of data collection playtime PA was also assessed. PA was assessed using accelerometry and the percentage of time spent in moderate to vigorous PA (MVPA) calculated. Paired t-tests were used to compare MVPA during movement lessons and team games lessons and during PE and playtime. Children spent 9.5% of PE lessons in MVPA and engaged in significantly more MVPA during team games (P < 0.001). MVPA was also significantly higher during PE than playtime (P < 0.01). Children do not engage in sufficient PA during PE, but are most active during team games lessons; whilst PA during playtime is lower than PE. Interventions to increase PA during both PE and playtime are therefore required. PE interventions should target games lessons as they dominate the curriculum, encourage most PA and present the greatest potential for change. Playtime interventions should encourage participation in active games through the provision of playground equipment and markings.

Performance Assessment as a Diagnostic Tool for Science Teachers

NASA Astrophysics Data System (ADS)

Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap

2018-04-01

Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.

The Application of the Integrative Model to Teach the Formation of American Political Parties

ERIC Educational Resources Information Center

Mitchell, Melissa Buelow

2011-01-01

The Integrative Model of instruction engages students in critical thinking while providing history teachers with an instructional strategy other than a traditional lecture format. The Integrative Model was used to develop an interactive lesson titled "The Formation of American Political Parties: Federalist versus Anti-federalist." This article…

Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

NASA Technical Reports Server (NTRS)

Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

2011-01-01

These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and recommendations for future programs and projects that may be placed in similar circumstances.

Lessons learnt from developing a Health Impact Assessment guide in Iran.

PubMed

Fakhri, Ali; Harris, Patrick; Maleki, Mohammadreza

2016-12-01

For others wishing to develop Health Impact Assessment (HIA) guides (manuals) and to adjust them to conditions in their countries, we draw lessons from developing an HIA guide in Iran. We derive the lessons from our research comparing HIA guides found in the international literature and our experiences in adapting international experience to an HIA model for Iran that incorporates Iranian experts' opinions.

Entering Adulthood: Looking at Body Image and Eating Disorders. A Curriculum for Grades 9-12. Contemporary Health Series.

ERIC Educational Resources Information Center

Giarratano, Susan

This module includes six lessons which focus on issues related to body image and self-esteem, eating disorders, and sensible eating habits for adolescents in grades 9-12. In lesson 1, students examine influences on body image, assess their personal traits, and trade assessments with their peers. In lesson 2, students look at pressure and…

The Relationship between Pre-Service Mathematics Teachers' Focus on Student Thinking in Lesson Analysis and Lesson Planning Tasks

ERIC Educational Resources Information Center

Taylan, Rukiye Didem

2018-01-01

This study explored whether pre-service teachers' (PSTs') lesson analysis skills during a teacher education course in the country of Turkey were related to their skills of lesson planning. PSTs' lesson analysis skills during fieldwork were assessed by their attention to and interpretation of student thinking and learning, and how it is influenced…

KEEPING A STEP AHEAD - FORMATIVE PHASE OF A WORKPLACE INTERVENTION TRIAL TO PREVENT OBESITY

PubMed Central

Zapka, Jane; Lemon, Stephenie C.; Estabrook, Barbara B.; Jolicoeur, Denise G.

2008-01-01

Background Ecological interventions hold promise for promoting overweight and obesity prevention in worksites. Given the paucity of evaluative research in the hospital worksite setting, considerable formative work is required for successful implementation and evaluation. Purpose This paper describes the formative phases of Step Ahead, a site-randomized controlled trial of a multi-level intervention that promotes physical activity and healthy eating in 6 hospitals in central Massachusetts. The purpose of the formative research phase was to increase the feasibility, effectiveness and likelihood of sustainability of the intervention. Design and Procedures The Step Ahead ecological intervention approach targets change at the organization, the interpersonal work environment and the individual levels. The intervention was developed using fundamental steps of intervention mapping and important tenets of participatory research. Formative research methods were used to engage leadership support and assistance and to develop an intervention plan that is both theoretically and practically grounded. This report uses observational data, program minutes and reports, and process tracking data. Developmental Strategies and Observations Leadership involvement (key informant interviews and advisory boards), employee focus groups and advisory boards, and quantitative environmental assessments cultivated participation and support. Determining multiple foci of change and designing measurable objectives and generic assessment tools to document progress are complex challenges encountered in planning phases. Lessons Learned Multi-level trials in diverse organizations require flexibility and balance of theory application and practice-based perspectives to affect impact and outcome objectives. Formative research is an essential component. PMID:18073339

Firefighting for Civil Defense Emergencies: Support Assistants for Fire Emergencies. Instructor Guide--Part A.

ERIC Educational Resources Information Center

International Association of Fire Chiefs, New York, NY.

This instructor guide contains four lessons to be used in a course for Support Assistants for Fire Emergencies. The course is arranged by class sessions of three hours each, with each session divided into two or more sections. Each lesson plan has the same format: Course Title and Number; Objectives; Instructional Aids; Selected References;…

Best Practice Lesson Plans: A Lesson Plan in Cognitive Restructuring

ERIC Educational Resources Information Center

Sayre, Gary W.

2006-01-01

This particular lesson was developed for Cognitive Skills I, a central course in cognitive restructuring at the Mt. Olive Correctional Center. In this lesson the author developed a series of classroom activities to allow students to examine and assess current beliefs they possess, and to understand how these beliefs--whether judged rational or…

The Frontera Collaboration: a preliminary report of health sciences librarians promoting evidence-based practice in U.S.-Mexico border communities.

PubMed

Cogdill, Keith W; Ambriz, Lorely; Billman, Brooke L; Carter, Kathleen V; Nail-Chiwetalu, Barbara; Trumble, Julie M; El-Khayat, Yamila M; Nuñez, Annabelle V

2012-01-01

This article reviews the formation of the Frontera Collaboration, a coalition of health sciences librarians serving clinicians and public health personnel in the U.S.-Mexico border region. Based on findings from an assessment of the target populations' learning needs, the Frontera Collaboration participants developed a shared set of training materials that have been used in pilot training sessions. The Frontera Collaboration's participants learned several lessons related to collaborative health information outreach and increased their understanding of the concerns and needs of clinicians and public health personnel serving border communities.

Lessons Learned from Developing and Implementing the Qatar Student Assessment System. Research Brief

ERIC Educational Resources Information Center

Gonzalez, Gabriella; Le, Vi-Nhuan; Broer, Markus; Mariano, Louis T.; Froemel, J. Enrique; Goldman, Charles A.; DaVanzo, Julie

2009-01-01

Analysis of Qatar's standards-based student assessment system, the first in the region, offers several lessons for other nations instituting similar reforms. These include the need to coordinate on standards and assessment development, allow sufficient time for a fully aligned assessment, and communicate about the purposes and uses of testing.…

Assessing the Quality of Teachers' Teaching Practices

ERIC Educational Resources Information Center

Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan

2012-01-01

This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and…

Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage

NASA Technical Reports Server (NTRS)

Anderson, Joel M.

2011-01-01

This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.

Using Solution Strategies to Examine and Promote High-School Students' Understanding of Exponential Functions: One Teacher's Attempt

ERIC Educational Resources Information Center

Brendefur, Jonathan

2014-01-01

Much research has been conducted on how elementary students develop mathematical understanding and subsequently how teachers might use this information. This article builds on this type of work by investigating how one high-school algebra teacher designs and conducts a lesson on exponential functions. Through a lesson study format she studies with…

Hunter-Killer Teams: Attacking Enemy Safe Havens

DTIC Science & Technology

2010-01-01

previous practitioners through the venue of lessons learned passed on generationally. U.S. Army operations against the Southwest Indians, the Texas...much had been learned by the Office of Strategic Services (OSS) conducting guerrilla warfare activities. Prior to the Vietnam War, it was the...type formations throughout U.S. history to derive the advantages and disadvantages of their use, to capture key lessons learned about their

Examples of Lesson Plans in Elementary Subjects for Adults. Content Materials in Education for Adult Responsibilities. California Adult Basic Education.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Adult Education.

Lesson plans prepared by Adult Basic Education teachers who attended one-day mini-workshops and the participants of a six-session course held at the University of Southern California are presented. The plans are in outline format. The content areas covered are: Consumer Education (Buying Foods, Bank Checking Accounts, Telephone and Directory,…

Crash Course in Course Development

ERIC Educational Resources Information Center

Howell, Robert T.

2007-01-01

Many teachers find developing a new lesson or course quite difficult. It would be nice to have all necessary information, lesson plans and assessment materials ready at hand. But most often, they find themselves on their own when it comes to lesson and course development. The author faced this situation when he was asked to develop a lesson on…

Hubble Space Telescope Deep Field Lesson Package. Teacher's Guide, Grades 6-8. Amazing Space: Education On-Line from the Hubble Space Telescope.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This lesson guide accompanies the Hubble Deep Field set of 10 lithographs and introduces 4 astronomy lesson plans for middle school students. Lessons include: (1) "How Many Objects Are There?"; (2) "Classifying and Identifying"; (3) "Estimating Distances in Space"; and (4) "Review and Assessment." Appendices…

Online survey software as a data collection tool for medical education: A case study on lesson plan assessment.

PubMed

Kimiafar, Khalil; Sarbaz, Masoumeh; Sheikhtaheri, Abbas

2016-01-01

Background: There are no general strategies or tools to evaluate daily lesson plans; however, assessments conducted using traditional methods usually include course plans. This study aimed to evaluate the strengths and weaknesses of online survey software in collecting data on education in medical fields and the application of such softwares to evaluate students' views and modification of lesson plans. Methods: After investigating the available online survey software, esurveypro was selected for assessing daily lesson plans. After using the software for one semester, a questionnaire was prepared to assess the advantages and disadvantages of this method and students' views in a cross-sectional study. Results: The majority of the students (51.7%) rated the evaluation of classes per session (lesson plans) using the online survey as useful or very useful. About 51% (n=36) of the students considered this method effective in improving the management of each session, 67.1% (n=47) considered it effective in improving the management of sessions for the next semester, and 51.4% (n=36) said it had a high impact on improving the educational content of subsequent sessions. Finally, 61.4% (n=43) students expressed high and very high levels of satisfaction with using an online survey at each session. Conclusion: The use of online surveys may be appropriate to improve lesson plans and educational planning at different levels. This method can be used for other evaluations and for assessing people's opinions at different levels of an educational system.

Programmatic assessment of competency-based workplace learning: when theory meets practice

PubMed Central

2013-01-01

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme. PMID:24020944

Multiscale socioeconomic assessment across large ecosystems: lessons from practice

Treesearch

Rebecca J. McLain; Ellen M. Donoghue; Jonathan Kusel; Lita Buttolph; Susan Charnley

2008-01-01

Implementation of ecosystem management projects has created a demand for socioeconomic assessments to predict or evaluate the impacts of ecosystem policies. Social scientists for these assessments face challenges that, although not unique to such projects, are more likely to arise than in smaller scale ones. This article summarizes lessons from our experiences with...

Assessment and the Aims of the Curriculum: An Explorer's Journey

ERIC Educational Resources Information Center

Black, Paul

2014-01-01

This article considers lessons learnt through involvement in several assessment projects. Early experience, in university work and in school examinations, led to an opportunity to help establish a novel system of assessment for an innovative school curriculum. Different lessons were then learnt from work on a national survey of school students'…

Reviewing the Value of Self-Assessments: Do They Matter in the Classroom?

ERIC Educational Resources Information Center

Logan, Brenda

2015-01-01

In today's schools, teachers are constantly barraged with the question, how are the results of assessments used to drive instruction and practices in the classroom? Additionally, edTPA national portfolio guidelines for interns are not only emphasizing lesson planning but also highlights of all lesson assessments with rationales for using. Teaching…

Development and Validation of Assessing Quality Teaching Rubrics

ERIC Educational Resources Information Center

Chen, Weiyun; Mason, Steve; Hammond-Bennett, Austin; Zlamout, Sandy

2014-01-01

Purpose: This study aimed at examining the psychometric properties of the Assessing Quality Teaching Rubric (AQTR) that was designed to assess in-service teachers' quality levels of teaching practices in daily lessons. Methods: 45 physical education lessons taught by nine physical education teachers to students in grades K-5 were videotaped. They…

Moving Nursing Program Portfolio Assessment From Midterm to End of Program: Lessons Learned.

PubMed

Hickey, Kari; Rossetti, Jeanette; Oldenburg, Nancy; Abendroth, Maryann; Uhlken, Connie; Musker, Kathleen; Peters, Bradley; Paramore, Patricia

Portfolio assessment promotes a culture of evidence, evaluates program outcomes, and provides an opportunity to assess the acquisition of knowledge and skills that are not easily assessed by examinations and other traditional assessment methods in nursing curricula. The portfolio program of 1 Midwestern school of nursing recently moved portfolio assessment to the end of program. The process of this change including logistics, rubric development, and lessons learned is highlighted.

Rehabilitation Technology Review.

ERIC Educational Resources Information Center

Hatherleigh Co., Ltd., New York, NY.

Designed as a special continuing education program for rehabilitation professionals, this document is divided into five lessons. Lesson 1, "Technology Assessment: Determining the Needs" (Ricardo G. Cerna), includes discussion on technology assessment and determining the needs of the clients as well as different types of assistive…

An Educational Implementation Process Staff Survey: Lessons Learned.

PubMed

Delmore, Barbara; Kent, Martha

2018-05-01

To evaluate the education process for the effective use of the Munro Pressure Ulcer Risk Assessment Scale by practicing perioperative staff at an urban tertiary medical center. Given that pressure injury formation is tied to the surgical process, there is a need for a pressure injury risk assessment scale that addresses the uniqueness of the perioperative process. Participants were staff who worked in the surgical admissions area, the main operating room, and the main postanesthesia care unit. The authors' facility was 1 of 8 participants in a multisite study. Each site was required to educate staff using standard written instructions and an instructional webinar. However, sites were also encouraged to consider any other methods that would successfully engage the staff in the learning process. After the education process, staff were surveyed and asked to evaluate the educational interventions. Findings indicated that the staff did not prefer written instructions alone but rather preferred a combination of different learning modalities and media to assist them in using the Munro Scale effectively. This article discusses the strategies required to engage staff in the implementation process of this scale, the barriers encountered during this implementation, and the implications for perioperative nursing using this scale. The lessons learned from conducting this research provided insight into engaging and educating the adult learner in a new process.

A Resource Guide to Assist Lawyers and Law Students for Participation in Kindergarten through Eighth Grade Law-Related Classrooms.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

This guide provides lesson plans for lawyers and law students who serve as resource persons for law-related subjects in grades K-8. The first part of the guide provides an introduction, an explanation of lesson plan format, suggestions to help lawyers and law students work effectively with teachers, and helpful hints for working with students in…

The Development and Assessment of an NIH-Funded Research Ethics Training Program

PubMed Central

DuBois, James M.; Dueker, Jeffrey M.; Anderson, Emily E.; Campbell, Jean

2015-01-01

In an effort to increase the number of researchers with skills “in identifying and addressing the ethical, legal, and social implications of their research,” the National Institutes of Health (NIH) solicited training grant proposals from 1999 to 2004 and subsequently funded approved programs. The authors describe the content, format, and outcomes of one such training program that ran from 2002–2006 and shares key lessons learned about program formats and assessment methods. Jointly developed by the Saint Louis University Center for Health Care Ethics and the Missouri Institute of Mental Health Continuing Education department, the training program focused on mental health research and adopted a train-the-trainer model. It was offered in onsite and distance-learning formats. Key outcomes of the program included educational products (such as 70 case studies posted on the course website, a textbook, and an instructional DVD) and program completion by 40 trainees. Assessment involved pre- and post-testing focused on knowledge of research ethics, ethical problem-solving skills, and levels of confidence in addressing ethical issues in mental health research. The program succeeded in increasing participants’ knowledge of ethical issues and their beliefs that they could identify issues, identify problem-solving resources, and solve ethical problems. However, scores on the case-based problem-solving assessment dropped in post-testing, apparently due to diminished confidence about the right course of action in the specific dilemma presented; the implications of this finding for ethics assessment are discussed. Overall satisfaction was high and dropout rates were low, but 3 times higher for distance-learners than onsite participants. PMID:18520469

Physical Activity in Physical Education: Are Longer Lessons Better?

PubMed Central

Smith, Nicole J.; Monnat, Shannon M.; Lounsbery, Monica A.F.

2015-01-01

BACKGROUND The purpose of this study was to compare physical activity (PA) outcomes in a sample of high school physical education (PE) lessons from schools that adopted traditional versus modified block schedule formats. METHODS We used the System for Observing Fitness Instruction Time (SOFIT) to conduct observations of 168 high school (HS) PE lessons delivered by 22 PE teachers in 4 schools. We used t-tests and multilevel models were used to explore variability in moderate PA and vigorous PA. RESULTS PA outcomes were significantly different between modified block and traditional schools. Students who attended traditional schools engaged in more vigorous PA in PE lessons. Modified block lessons lost more scheduled lesson time due to poor transition to and from the locker room. PA outcomes were positively associated with fitness and teacher promotion of PA and negatively associated with lost time, class size, management, and knowledge. CONCLUSIONS Though PE proponents widely advocate for more PE minutes, this study showed that greater time scheduled in PE does not necessarily result in more student accrual of MVPA minutes. PMID:25611935

Portuguese Basic Courses.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

This basic course in Brazilian Portuguese consists of 75 lessons in six volumes. Volume I is in two parts, with the dialogs, questions and exercises presented in Portuguese in the first part, and the intonation patterns and English translations presented in the second. The general format follows the Defense Language Institute format, employing…

Genetic Engineering--A Lesson on Bioethics for the Classroom.

ERIC Educational Resources Information Center

Armstrong, Kerri; Weber, Kurt

1991-01-01

A unit designed to cover the topic of genetic engineering and its ethical considerations is presented. Students are expected to learn the material while using a debate format. A list of objectives for the unit, the debate format, and the results from an opinion questionnaire are described. (KR)

Online survey software as a data collection tool for medical education: A case study on lesson plan assessment

PubMed Central

Kimiafar, Khalil; Sarbaz, Masoumeh; Sheikhtaheri, Abbas

2016-01-01

Background: There are no general strategies or tools to evaluate daily lesson plans; however, assessments conducted using traditional methods usually include course plans. This study aimed to evaluate the strengths and weaknesses of online survey software in collecting data on education in medical fields and the application of such softwares to evaluate students' views and modification of lesson plans. Methods: After investigating the available online survey software, esurveypro was selected for assessing daily lesson plans. After using the software for one semester, a questionnaire was prepared to assess the advantages and disadvantages of this method and students’ views in a cross-sectional study. Results: The majority of the students (51.7%) rated the evaluation of classes per session (lesson plans) using the online survey as useful or very useful. About 51% (n=36) of the students considered this method effective in improving the management of each session, 67.1% (n=47) considered it effective in improving the management of sessions for the next semester, and 51.4% (n=36) said it had a high impact on improving the educational content of subsequent sessions. Finally, 61.4% (n=43) students expressed high and very high levels of satisfaction with using an online survey at each session. Conclusion: The use of online surveys may be appropriate to improve lesson plans and educational planning at different levels. This method can be used for other evaluations and for assessing people’s opinions at different levels of an educational system. PMID:28491839

Thinking about "Think Again" in Canada: assessing a social marketing HIV/AIDS prevention campaign.

PubMed

Lombardo, Anthony P; Léger, Yves A

2007-06-01

The Canadian "Think Again" social marketing HIV/AIDS prevention campaign, adapted from an American effort, encourages gay men to rethink their assumptions about their partners' HIV statuses and the risks of unsafe sex with them. To improve future efforts, existing HIV/AIDS prevention initiatives require critical reflection. While a formal evaluation of this campaign has been carried out elsewhere, here we use the campaign as a social marketing case study to illustrate its strengths and weaknesses, as a learning tool for other campaigns. After describing the campaign and its key results, we assess how it utilized central tenets of the social marketing process, such as formative research and the marketing mix. We then speak to the importance of theoretical influence in campaign design and the need to account for social-contextual factors in safer sex decision making. We conclude with a summary of the lessons learned from the assessment of this campaign.

Decision Process to Identify Lessons for Transition to a Distributed (or Blended) Learning Instructional Format

DTIC Science & Technology

2009-09-01

instructional format. Using a mixed- method coding and analysis approach, the sample of POIs were categorized, coded, statistically analyzed, and a... Method SECURITY CLASSIFICATION OF 19. LIMITATION OF 20. NUMBER 21. RESPONSIBLE PERSON 16. REPORT Unclassified 17. ABSTRACT...transition to a distributed (or blended) learning format. Procedure: A mixed- methods approach, combining qualitative coding procedures with basic

Engagement, recruitment, and retention in a trans-community, randomized controlled trial for the prevention of obesity in rural American Indian and Hispanic children.

PubMed

Cruz, Theresa H; Davis, Sally M; FitzGerald, Courtney A; Canaca, Glenda F; Keane, Patricia C

2014-06-01

Engagement, recruitment and retention of participants are critical to the success of research studies but specific strategies are rarely elucidated in the literature. The purpose of this paper is to describe the engagement, recruitment and retention process and outcomes in the Child Health Initiative for Lifelong Eating and Exercise (CHILE) study, and to describe lessons learned in the process. CHILE is a multi-level, group randomized controlled trial of a childhood obesity prevention intervention in rural American Indian and predominantly Hispanic Head Start (HS) centers in New Mexico. Barriers to engagement, recruitment and retention included distrust of researchers, long travel distances, and different HS and community structures. CHILE employed multiple strategies from the onset including the use of formative assessment, building on previous relationships, developing Memoranda of Agreement, using a community engagement specialist, and gaining support of a community champion. As a result of lessons learned, additional strategies were employed, including more frequent feedback to intervention sites, revised permission forms, telephone reminders, increased site visits and over-scheduling of interviews. These strategies resulted in the recruitment of 16 HS centers, 1,879 children, 655 parents, 7 grocery stores and 14 healthcare providers, meeting or exceeding recruitment goals. By combining principles of community engagement, a variety of recruitment strategies, and lessons learned, this study obtained a high level of recruitment and retention.

Engagement, Recruitment, and Retention in a Trans-Community, Randomized Controlled Trial for the Prevention of Obesity in Rural American Indian and Hispanic Children

PubMed Central

Davis, Sally M.; FitzGerald, Courtney A.; Canaca, Glenda F.; Keane, Patricia C.

2016-01-01

Engagement, recruitment and retention of participants are critical to the success of research studies but specific strategies are rarely elucidated in the literature. The purpose of this paper is to describe the engagement, recruitment and retention process and outcomes in the Child Health Initiative for Lifelong Eating and Exercise (CHILE) study, and to describe lessons learned in the process. CHILE is a multi-level, group randomized controlled trial of a childhood obesity prevention intervention in rural American Indian and predominantly Hispanic Head Start (HS) centers in New Mexico. Barriers to engagement, recruitment and retention included distrust of researchers, long travel distances, and different HS and community structures. CHILE employed multiple strategies from the onset including the use of formative assessment, building on previous relationships, developing Memoranda of Agreement, using a community engagement specialist, and gaining support of a community champion. As a result of lessons learned, additional strategies were employed, including more frequent feedback to intervention sites, revised permission forms, telephone reminders, increased site visits and over-scheduling of interviews. These strategies resulted in the recruitment of 16 HS centers, 1,879 children, 655 parents, 7 grocery stores and 14 healthcare providers, meeting or exceeding recruitment goals. By combining principles of community engagement, a variety of recruitment strategies, and lessons learned, this study obtained a high level of recruitment and retention. PMID:24549525

Formation of Community-Based Hypertension Practice Networks: Success, Obstacles, and Lessons Learned

PubMed Central

Dart, Richard A.; Egan, Brent M.

2014-01-01

Community-based practice networks for research and improving the quality of care are growing in size and number but have variable success rates. In this paper we review recent efforts to initiate a community-based hypertension network modeled after the successful Outpatient Quality Improvement Network (O’QUIN) project, located at the Medical University of South Carolina. We highlight key lessons learned and new directions to be explored. PMID:24666425

Intelligent Embedded Instruction for Computer-Aided Design (CAD) systems

DTIC Science & Technology

1988-10-01

difficulties were predicted and six lessons were prepared that were aimed at preventing error pattern formation. The lessons were programmed in AUTOLISP ...and arcs, angles of lines, layering (linetype and color), and block creation and insertion. A program written in AUTOLISP examined the values in the...One site had AutoCAD reference manuals nearby and others had no manuals . * Only one site set a schedule for the users. * The attitudes of managers

Design of study without drugs--a Surinamese school-based drug-prevention program for adolescents.

PubMed

Ishaak, Fariel; de Vries, Nanne Karel; van der Wolf, Kees

2015-10-12

The aim of this study was to design the content and accompanying materials for a school-based program--Study without Drugs--for adolescents in junior secondary schools in Suriname based on the starting points and tasks of the fourth step of the Intervention Mapping protocol (which consists of six steps). A program based on this protocol should include a combination of theory, empirical evidence, and qualitative and quantitative research. Two surveys were conducted when designing the program. In Survey I, teachers and students were asked to complete a questionnaire to determine which school year they thought would be most appropriate for implementing a drug-prevention program for adolescents (we completed a similar survey as part of previous research). An attempt was made to identify suitable culturally sensitive elements to include in the program. In Survey II, the same teachers were asked to complete a questionnaire to determine the programs' scope, sequence, structure, and topics as well as the general didactic principles to serve as a basis for program design. After outlining the program plan, lessons, and materials, we conducted a formative pretest evaluation among teachers, students, and parents. That evaluation included measures related to the program's attractiveness, comprehensibility, and usefulness. The resulting lessons were presented to the teachers for assessment. The drug-prevention program we developed comprises 10 activities and lasts 2-2.5 months in an actual school setting. The activities take place during Dutch, biology, physical education, art, religion, and social studies lessons. We based the structure of the lessons in the program on McGuire's Persuasion Communication Model, which takes into account important didactic principles. Evaluations of the program materials and lesson plans by students, teachers, and parents were mostly positive. We believe that using the fourth step of the Intervention Mapping protocol to develop a drug-prevention intervention for adolescents has a produced promising, feasible program.

Putting Gino's lesson to work: Actor-network theory, enacted humanity, and rehabilitation.

PubMed

Abrams, Thomas; Gibson, Barbara E

2016-02-01

This article argues that rehabilitation enacts a particular understanding of "the human" throughout therapeutic assessment and treatment. Following Michel Callon and Vololona Rabeharisoa's "Gino's Lesson on Humanity," we suggest that this is not simply a top-down process, but is cultivated in the application and response to biomedical frameworks of human ability, competence, and responsibility. The emergence of the human is at once a materially contingent, moral, and interpersonal process. We begin the article by outlining the basics of the actor-network theory that underpins "Gino's Lesson on Humanity." Next, we elucidate its central thesis regarding how disabled personhood emerges through actor-network interactions. Section "Learning Gino's lesson" draws on two autobiographical examples, examining the emergence of humanity through rehabilitation, particularly assessment measures and the responses to them. We conclude by thinking about how rehabilitation and actor-network theory might take this lesson on humanity seriously. © The Author(s) 2016.

Russian Quality Assessment System in Education: Key Lessons

ERIC Educational Resources Information Center

Bolotov, V.; Valdman, I.; Kovaleva, G.; Pinskaya, M.

2015-01-01

This article examines key lessons learned by Russia while developing national assessment system in education. It shows that reforms are more likely to succeed backed with sustained political support, clearly defined goals or priorities, gradual introduction, and open discussion with stakeholders. [This article was translated by Lucy Gunderson.

Lessons Learned from Military Performance Assessment.

ERIC Educational Resources Information Center

Wise, Lauress L.

Lessons derived from the Job Performance Measurement (JPM) Project, which is overseen by the Office of the Assistant Secretary of Defense for Force Management and Personnel, for educational assessment are explored. The JPM Project was initiated to develop high fidelity measures of performance on the job that can be used to evaluate personnel…

"On the Level". Formative Evaluation: Coping With Stress. Research Report 72.

ERIC Educational Resources Information Center

Agency for Instructional Television, Bloomington, IN.

A formative evaluation was conducted of the instructional television program "Brad's Journey through Stress," from the Coping with Stress unit of "On the Level," a series of 12 lessons designed to aid secondary school students in dealing with personal and social growth. The evaluation involved 291 students in 9 classes in…

Evaluation of Use of Graphics Interchange Format (GIF) Animations in Mathematics Education

ERIC Educational Resources Information Center

Altintas, Esra; Iigun, Sukru; Kucuk, Soner

2017-01-01

This study investigates opinions of Grade 12 students about the use of Graphics Interchange Format (GIF) animations in mathematics lessons. It explores the ways of making mathematics easier and more understandable for students by demonstrating whether or not GIF animations that emerged from the integration of technology into mathematics education…

"On the Level". Formative Evaluation: Changing Family Relationships. Research Report 73.

ERIC Educational Resources Information Center

Agency for Instructional Television, Bloomington, IN.

A formative evaluation was conducted of the instructional television program "Daddy's Girl" from "On the Level," a series of 12 lessons designed to aid secondary school students in dealing with personal and social growth. Designed to teach that adolescents usually have to work out new relationships with their parents and that…

Development of X-33/X-34 Aerothermodynamic Data Bases: Lessons Learned and Future Enhancements

NASA Technical Reports Server (NTRS)

Miller, C. G.

1999-01-01

A synoptic of programmatic and technical lessons learned in the development of aerothermodynamic data bases for the X-33 and X-34 programs is presented in general terms and from the perspective of the NASA Langley Research Center Aerothermodynamics Branch. The format used is that of the aerothermodynamic chain, the links of which are personnel, facilities, models/test articles, instrumentation, test techniques, and computational fluid dynamics (CFD). Because the aerodynamic data bases upon which the X-33 and X-34 vehicles will fly are almost exclusively from wind tunnel testing, as opposed to CFD, the primary focus of the lessons learned is on ground-based testing.

Formation of community-based hypertension practice networks: success, obstacles, and lessons learned.

PubMed

Dart, Richard A; Egan, Brent M

2014-06-01

Community-based practice networks for research and improving the quality of care are growing in size and number but have variable success rates. In this paper, the authors review recent efforts to initiate a community-based hypertension network modeled after the successful Outpatient Quality Improvement Network (O'QUIN) project, located at the Medical University of South Carolina. Key lessons learned and new directions to be explored are highlighted. ©2014 Wiley Periodicals, Inc.

No Light at the End of Tunnel Vision: Steps for Improving Lesson Plans

ERIC Educational Resources Information Center

Dunn, Rita; Craig, Martin; Favre, Lois; Markus, Doron; Pedota, Paul; Sookdeo, Gale; Stock, Jessica; Terry, Brian

2010-01-01

The authors of this article believe that the current structure of lesson plans impede differentiation, individualization, and innovation and offer little in assessing the quality of teaching and learning. Concrete steps will be offered for planning to better respond to student diversity in meeting lesson objectives. (Contains 1 figure.)

Assessing the impact of historical story telling on student learning of natural selection

NASA Astrophysics Data System (ADS)

Fulford, Janice Marie

Research suggests that because of its historical nature, the learning of evolutionary biology is problematic compared to that of other science disciplines. While explanations used in historical sciences often employ historical narratives, which are distinct from narratives in other contexts, such as stories, the two types of narratives have structural similarities that suggest the potential role of stories based in the history of science for the teaching of evolutionary biology. Stephen Klassen, a prominent science educator, has studied how stories from the history of physics can promote the learning of and attitudes towards science. Klassen's pioneering work identifies structural components of stories (narrative elements) that give them explanatory power. To test Klassen's approach empirically, the present study employed an intervention (The Mystery Phenomenon (MP)) with reference to the history of research on industrial melanism (IM). The episode was chosen for study because it incorporates past scientists' theories and investigations on IM as a strategy to mitigate misconceptions. The efficacy of the unit was studied by means of a mixed-method approach that compared the learning outcomes and experiences of participants using two versions of the MP (one that employs a story that incorporates Klassen's structural components and another that did not). To determine if the story approach impacted the learning of science content goals, participants in both groups took the Concept Inventory of Natural Selection (CINS) as a pre and post-test. A subset of participants also took part in semi-structured interviews to further clarify the analysis of the CINS results and also to assess the impact of Klassen's structural components and student attitudes. The study's results demonstrates that the story version of the MP lesson yielded significant learning gains, and that some of the misconceptions explicitly discussed in the MP lesson displayed significant decreases. In addition, participants expressed positive attitudes to this lesson's format as a mystery in reference to it as a teaching strategy. Finally, by employing two versions of the MP lesson, this study provides a systemic way for empirically testing the efficacy of stories.

New Species Found!

ERIC Educational Resources Information Center

Reinemann, Deborah; Thomas, Jolie

2003-01-01

Explains a 4th grade lesson on oceans in which students create imaginary marine animals. Creatively assesses student understanding of habitat and adaptation. Overviews 14 lessons in the oceanography unit. (SOE)

Cumulative risk assessment lessons learned: a review of case studies and issue papers.

PubMed

Gallagher, Sarah S; Rice, Glenn E; Scarano, Louis J; Teuschler, Linda K; Bollweg, George; Martin, Lawrence

2015-02-01

Cumulative risk assessments (CRAs) examine potential risks posed by exposure to multiple and sometimes disparate environmental stressors. CRAs are more resource intensive than single chemical assessments, and pose additional challenges and sources of uncertainty. CRAs may examine the impact of several factors on risk, including exposure magnitude and timing, chemical mixture composition, as well as physical, biological, or psychosocial stressors. CRAs are meant to increase the relevance of risk assessments, providing decision makers with information based on real world exposure scenarios that improve the characterization of actual risks and hazards. The U.S. Environmental Protection Agency has evaluated a number of CRAs, performed by or commissioned for the Agency, to seek insight into CRA concepts, methods, and lessons learned. In this article, ten case studies and five issue papers on key CRA topics are examined and a set of lessons learned are identified for CRA implementation. The lessons address the iterative nature of CRAs, importance of considering vulnerability, need for stakeholder engagement, value of a tiered approach, new methods to assess multiroute exposures to chemical mixtures, and the impact of geographical scale on approach and purpose. Copyright © 2014 Elsevier Ltd. All rights reserved.

Assessing the Efficacy of a School Health Education Advocacy Lesson with College Students

ERIC Educational Resources Information Center

Wallen, Michele; Chaney, Beth H.; Birch, David A.

2012-01-01

Purpose: The researchers evaluated the efficacy of an advocacy lesson to assess change in intentions to advocate for school health education. This study also measured changes in participants' understanding the importance of school health education and perceived effectiveness in applying advocacy skills. Methods: A convenience sample of college…

Teacher Performance Assessment Instruments: Plans for Practice Rating.

ERIC Educational Resources Information Center

Capie, William; And Others

This manual consists of lesson plans developed to train data collectors in the use of the Teacher Performance Assessment Instruments (TPAI). Each set of plans was designed for one of three purposes. Lesson plans developed for the Teaching Plans and Materials Instrument (TPM) simulate a portfolio prepared by the teacher. One-day plans developed for…

Denmark's Master of Public Governance Program: Assessment and Lessons Learned

ERIC Educational Resources Information Center

Greve, Carsten; Pedersen, Anne Reff

2017-01-01

This paper focuses on Denmark's Master of Public Governance and its assessments and lessons learned. Denmark is seen to have an efficient economy and public sector, a digitalized public service delivery system, and an advanced work-life balance. The Danish government invested substantial resources into developing a Master of Public Governance…

Assessment and Program Accountability in Early Childhood Education: Lessons Learned in Ohio

ERIC Educational Resources Information Center

Boat, Mary; Zorn, Debbie; Austin, James T.

2005-01-01

Ensuring that children, especially those from disadvantaged backgrounds, start school ready to learn is an important goal. This paper presents lessons learned from the state of Ohio's multi-year program to develop a standards-based assessment system for programs delivering state-funded early childhood education (ECE) through programs receiving…

Lessons Learned in the Specification, Purchase, Validation and Final Installation Process of a Replacement PCM Bit Synchronizer

NASA Technical Reports Server (NTRS)

Price, Richard N.

2007-01-01

This paper intends to describe the lessons learned while specifying validating and installing a bit sync to replace the 30 year old Aydin Model 335a PCM bit sync used in the Space Shuttle Launch Control Center. The engineer had to analyze the original requirements and specifications and then create new requirements documentation that more correctly described our needs. One issue to consider was the removal of unnecessary requirements such as various data formats when only one format is used. The conversion to a system that no longer has an assortment of analog rotary switches required retraining of the operators. Finally, post-procurement corrections for undisclosed user requirements and missed design requirements required close contact with a manufacturer who was willing to accommodate the changes.

"On the Level". Formative Evaluation: Alone vs. Lonely. Research Report 74.

ERIC Educational Resources Information Center

Agency for Instructional Television, Bloomington, IN.

A formative evaluation was conducted of the instructional television program "Alone vs. Lonely," from "On the Level," a series of 12 lessons designed to aid secondary school students in dealing with personal and social growth. The program is designed to teach that loneliness is normal and is felt by everyone, and to suggest…

A Novel Format for Teaching Spanish Grammar: Lessons from the Lecture Hall

ERIC Educational Resources Information Center

Zyzik, Eve

2008-01-01

This article describes a third-year Spanish grammar course that is taught in lecture/discussion format. The course, which enrolls over 150 students each semester, provides explicit instruction during a weekly lecture and opportunities for students to engage in meaningful output and interaction during small group discussion sessions. The goal is to…

Co-Creation Learning Procedures: Comparing Interactive Language Lessons for Deaf and Hearing Students.

PubMed

Hosono, Naotsune; Inoue, Hiromitsu; Tomita, Yutaka

2017-01-01

This paper discusses co-creation learning procedures of second language lessons for deaf students, and sign language lessons by a deaf lecturer. The analyses focus on the learning procedure and resulting assessment, considering the disability. Through questionnaires ICT-based co-creative learning technologies are effective and efficient and promote spontaneous learning motivation goals.

Relationships of Out-of-School-Time Mathematics Lessons to Mathematical Literacy in Singapore and Australia

ERIC Educational Resources Information Center

Kaur, Berinderjeet; Areepattamannil, Shaljan

2013-01-01

This study, drawing on date from the Programme for International Student Assessment (PISA) 2009, examined the relationships of out-of-school-time mathematics lessons to mathematical literacy in Singapore and Australia. Results of two-level hierarchical linear modelling (HLM) analyses revealed that out-of-school-time enrichment lessons in…

The Development of Shared Mental Models during Air Battlespace Collective Training using Dispersed Networked Systems

DTIC Science & Technology

2009-10-01

participants. A day in the life of the MTDS CCD facility followed the cycle of PBED. The day began with mass briefings setting the context and overall...debriefings, beginning with a formation level debriefing. The final activity was a mass debriefing in which all participants ran through a...lessons learned and little of tech issues” - EXERCISE NORTHERN GOSHAWK Tornado GR4 • “ Mass debrief was very information with many tactical lessons being

Homeland Defense Joint Center for Operational Analysis and Lessons Learned Quarterly Bulletin, Volume 7, Issue 1, December 2004

DTIC Science & Technology

2004-12-01

domestic use of the armed forces. 9Joint Center for Operational Analysis and Lessons Learned (JCOA-LL) Bulletin An almost invisible law In many...enacted a program to increase significantly the role of the armed forces in drug interdiction as part of the Defense Authorization Act for 1989. The...technology, expanded intelligence collection, and the formation of new partnerships are necessary. • Arms control and other multilateral agreements will be

Successful Community Nutrition Programming: Lessons from Kenya, Tanzania, and Uganda.

ERIC Educational Resources Information Center

Iannotti, Lora; Gillespie, Stuart

This report on the key findings from a series of assessments of successful community nutrition programming conducted in Kenya, Tanzania, and Uganda between 1999 and 2000. The aim of the assessments was to identify key lessons learned from the successful processes and outcomes in these programs. The report is divided into eight chapters: (1)…

49 CFR 192.913 - When may an operator deviate its program from certain requirements of this subpart?

Code of Federal Regulations, 2014 CFR

2014-10-01

... comprehensive data integration process; (iv) A procedure for applying lessons learned from assessment of covered... performance matrix that demonstrates the program has been effective in ensuring the integrity of the covered... requirements in § 192.933, and incorporate the results and lessons learned from the more recent assessment into...

49 CFR 192.913 - When may an operator deviate its program from certain requirements of this subpart?

Code of Federal Regulations, 2013 CFR

2013-10-01

... comprehensive data integration process; (iv) A procedure for applying lessons learned from assessment of covered... performance matrix that demonstrates the program has been effective in ensuring the integrity of the covered... requirements in § 192.933, and incorporate the results and lessons learned from the more recent assessment into...

49 CFR 192.913 - When may an operator deviate its program from certain requirements of this subpart?

Code of Federal Regulations, 2012 CFR

2012-10-01

... comprehensive data integration process; (iv) A procedure for applying lessons learned from assessment of covered... performance matrix that demonstrates the program has been effective in ensuring the integrity of the covered... requirements in § 192.933, and incorporate the results and lessons learned from the more recent assessment into...

Site Development, Operations, and Closure Plan Topical Report 5 An Assessment of Geologic Carbon Sequestration Options in the Illinois Basin. Phase III

DOE Office of Scientific and Technical Information (OSTI.GOV)

Finley, Robert; Payne, William; Kirksey, Jim

2015-06-01

The Midwest Geological Sequestration Consortium (MGSC) has partnered with Archer Daniels Midland Company (ADM) and Schlumberger Carbon Services to conduct a large-volume, saline reservoir storage project at ADM’s agricultural products processing complex in Decatur, Illinois. The Development Phase project, named the Illinois Basin Decatur Project (IBDP) involves the injection of 1 million tonnes of carbon dioxide (CO 2) into a deep saline formation of the Illinois Basin over a three-year period. This report focuses on objectives, execution, and lessons learned/unanticipated results from the site development (relating specifically to surface equipment), operations, and the site closure plan.

Assessment of the Change Detection Procedure Dedicated to Flood Monitoring Using Envisat Wide Swath Mode Data

NASA Astrophysics Data System (ADS)

Li, Jiren; Yesou, Herve; Malosti, Rita; Andreoli, Remi; Huang, Shifeng; Xin, Jingfeng; Cattaneo, Fabrizia

2008-04-01

The Flood Dragon project enhances the Envisat contribution for natural disaster monitoring. Flood DFRAGON project had much more exploited the ENVISAT resource for crisis management than the International Charter Space and major Disasters since 2002. Indeed, during the 2005, 2006 and 2007 Chinese flood seasons, over the 27 attempted NRT exploitations of Envisat, 23 were successful. Obtained results over floods, affecting Yangtze and Songua, Huaihe watersheds as pollution events on Taihue lake and Nen River are illustrated. Lessons are discussed in terms of programming, downloading, processing, and images type and format. Recommendations for the background mission of the future Sentinel 1 constellation are given.

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

Assessing the Risk of Catastrophic Cyber Attack: Lessons from the Electromagnetic Pulse Commission

DTIC Science & Technology

2015-04-15

need to address whether it would do so? Fourth, the question of consequences must include not only the direct effects of any attack but also potential...inform cyber consequence assessments. Sixth, EMP effects are difficult to characterize but ultimately are knowable at the device level. The effects ...that the approach the EMP Commission used to assess the likelihood and consequences of EMP attacks could provide useful lessons for analysts grappling

Adapting the Quebecois method for assessing implementation to the French National Alzheimer Plan 2008–2012: lessons for gerontological services integration

PubMed Central

Somme, Dominique; Trouvé, Hélène; Perisset, Catherine; Corvol, Aline; Ankri, Joël; Saint-Jean, Olivier; de Stampa, Matthieu

2014-01-01

Introduction Many countries face ageing-related demographic and epidemiological challenges, notably neurodegenerative disorders, due to the multiple care services they require, thereby pleading for a more integrated system of care. The integrated Quebecois method issued from the Programme of Research to Integrate Services for the Maintenance of Autonomy inspired a French pilot experiment and the National Alzheimer Plan 2008–2012. Programme of Research to Integrate Services for the Maintenance of Autonomy method implementation was rated with an evaluation grid adapted to assess its successive degrees of completion. Discussion The approaching end of the president's term led to the method's institutionalization (2011–2012), before the implementation study ended. When the government changed, the study was interrupted. The results extracted from that ‘lost’ study (presented herein) have, nonetheless, ‘found’ some key lessons. Key lessons/conclusion It was possible to implement a Quebecois integrated-care method in France. We describe the lessons and pitfalls encountered in adapting this evaluation tool. This process is necessarily multidisciplinary and requires a test phase. A simple tool for quantitative assessment of integration was obtained. The first assessment of the tool was unsatisfactory but requires further studies. In the meantime, we recommend using mixed methodologies to assess the services integration level. PMID:24959112

Who Assesses the Risks in School Science Lessons?

ERIC Educational Resources Information Center

Bunyan, Phil

2010-01-01

Although the law requires the employer to assess the risks, the person who knows the circumstances of the lesson well enough to do this is the science teacher. Only the teacher knows what s/he plans to do and can make a judgement about her/his own skills and the experiences, skills and potential behaviour of the classes taught. Although the…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module II. Human Systems and Patient Assessment.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on human systems and patient assessment is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Four units are presented: (1) medical terminology, which covers some common prefixes and suffixes and the use of the medical dictionary; (2) an overview of the…

How 7th Graders Are Using Asynchronous Resources in an Online Science Course: A Mixed Methods Study

ERIC Educational Resources Information Center

Schafer-Mayse, Diane L.

2013-01-01

In this study 7th grade students were observed completing a series of lessons in an online science course to explore their thinking and strategies for using curriculum resources for learning, to explore their thinking and strategies for self-assessing their readiness for lesson assessment, and to explore the relationship between resource use and…

Assessment of Long-Term Retention of Environmental Education Lessons Given to Teachers in Rural Areas of Madagascar

ERIC Educational Resources Information Center

Balestri, Michela; Campera, Marco; Nekaris, Anne-Isola K.; Donati, Giuseppe

2017-01-01

Assessing the retention of knowledge is the first step of environmental education programs. The low education level in rural areas is one factor influencing habitat loss in Madagascar. We tested whether environmental education lessons given to teachers from a municipality, Iaboakoho, in a priority area for lemur conservation were retained after…

The "sugar pack" health marketing campaign in Los Angeles County, 2011-2012.

PubMed

Barragan, Noel C; Noller, Ali J; Robles, Brenda; Gase, Lauren N; Leighs, Michael S; Bogert, Suzanne; Simon, Paul A; Kuo, Tony

2014-03-01

As part of a comprehensive approach to combating the obesity epidemic, the Los Angeles County Department of Public Health launched the "Sugar Pack" health marketing campaign in fall 2011. Carried out in three stages, the campaign sought to educate and motivate the public to reduce excess calorie intake from sugar-sweetened beverage consumption. The primary Sugar Pack creative concepts provided consumers with information about the number of sugar packs contained in sugary drinks. Data from formative market research as well as lessons from previous campaigns in other U.S. jurisdictions informed the development of the materials. These materials were disseminated through a multipronged platform that included paid outdoor media on transit and billboards and messaging using social media (i.e., Twitter, Facebook, YouTube, and sendable e-cards). Initial findings from a postcampaign assessment indicate that the Sugar Pack campaign reached broadly into targeted communities, resulting in more than 515 million impressions. Lessons learned from the campaign suggest that employing health marketing to engage the public can lead to increased knowledge, favorable recognition of health messages, and self-reported intention to reduce sugar-sweetened beverage consumption, potentially complementing other obesity prevention strategies in the field.

Using Technology to Facilitate Differentiated High School Science Instruction

NASA Astrophysics Data System (ADS)

Maeng, Jennifer L.

2017-10-01

This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students' learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane's planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students' different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers.

When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.

PubMed

Mayer, Richard E; Hegarty, Mary; Mayer, Sarah; Campbell, Julie

2005-12-01

In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and how a car's braking system works (Experiment 4). On subsequent retention and transfer tests, the paper group performed significantly better than the computer group on 4 of 8 comparisons, and there was no significant difference on the rest. These results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations.

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

Music is Fun.

ERIC Educational Resources Information Center

Reynolds, Charles

1983-01-01

In Anchorage, Alaska, resource teachers in the Classroom Music Program trained 450 elementary teachers to handle music in their own classrooms by means of packet-type lesson formats, a Music Jamboree cycle, and an assembly that reinforces previous teaching. (AM)

Socioeconomic assessment of Forest Service American Recovery and Reinvestment Act projects: key findings and lessons learned

Treesearch

Susan Charnley; Pamela Jakes; John Schelhas

2012-01-01

The American Recovery and Reinvestment Act of 2009 (the Recovery Act) aimed to create jobs and promote economic growth while addressing the Nation’s social and environmental needs. The USDA Forest Service received $1.15 billion in economic recovery funding. This report contains key findings and lessons learned from a socioeconomic assessment of Forest Service Recovery...

Video Annotation Software Application for Thorough Collaborative Assessment of and Feedback on Microteaching Lessons in Geography Education

ERIC Educational Resources Information Center

van der Westhuizen, Christo P.; Golightly, Aubrey

2015-01-01

This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a…

Lessons Learnt from Applying Action Research to Support Strategy Formation Processes in Long-Term Care Networks

ERIC Educational Resources Information Center

Cramer, Hendrik; Dewulf, Geert; Voordijk, Hans

2015-01-01

This study demonstrates how action research (AR) that is aimed at scaling-up experiments can be applied to support a strategy formation process (SFP) in a subsidized long-term care network. Previous research has developed numerous AR frameworks to support experiments in various domains, but has failed to explain how to apply AR and action learning…

The Effects of Varying Group Size on the Reading Recovery Approach to Preventive Early Intervention

ERIC Educational Resources Information Center

Iversen, Sandra; Tunmer, William E.; Chapman, James W.

2005-01-01

The purpose of this study was to determine whether an early intervention program based on the Reading Recovery (RR) format could be developed for pairs of struggling readers that would allow them to make accelerated progress similar to that experienced in the 1-to-1 RR tutorial. A preliminary pilot study showed that the RR lesson format could be…

Lessons that Bear Repeating and Repeating that Bears Lessons: An Interdisciplinary Unit on Principles of Minimalism in Modern Music, Art, and Poetry (Grades 4-8)

ERIC Educational Resources Information Center

Smigel, Eric; McDonald, Nan L.

2012-01-01

This theory-to-practice article focuses on interdisciplinary classroom activities based on principles of minimalism in modern music, art, and poetry. A lesson sequence was designed for an inner-city Grades 4 and 5 general classroom of English language learners, where the unit was taught, assessed, and documented by the authors. Included in the…

Heart Mountain Relocation Center: A Lesson Using Primary Source Documents To Critically Analyze the Relocation of Japanese Americans to Wyoming. AHC Primary Sources in the Classroom.

ERIC Educational Resources Information Center

Wyoming Univ., Laramie. American Heritage Center.

This lesson, for grades 7-12, correlates with Era 8, Standard 3c of the National History Standards for United States History: "evaluate the internment of Japanese Americans during World War II and assess the implication for civil liberties." The lesson provides background on the internment of Japanese Americans during the war and…

Effectiveness of Taste Lessons with and without additional experiential learning activities on children's willingness to taste vegetables.

PubMed

Battjes-Fries, Marieke C E; Haveman-Nies, Annemien; Zeinstra, Gertrude G; van Dongen, Ellen J I; Meester, Hante J; van den Top-Pullen, Rinelle; Van't Veer, Pieter; de Graaf, Kees

2017-02-01

This study assessed the effectiveness of the Dutch school programme Taste Lessons with and without additional experiential learning activities on children's willingness to taste unfamiliar vegetables. Thirty-three primary schools (877 children in grades 6-7 with a mean age of 10.3 years) participated in Taste Lessons Vegetable Menu (TLVM, lessons and extra activities), Taste Lessons (TL, lessons), or a control group. A baseline and follow-up measurement was used to assess for each child: number of four familiar and four unfamiliar vegetables tasted, quantity tasted, choice of vegetable of which to eat more, and number of vegetables willing to taste again later. Furthermore, children filled out a questionnaire on daily vegetable intake and food neophobia. Multilevel and Cox regression analyses were conducted to compare changes in the outcome measures between the three study groups. No significant intervention effects were found on willingness to taste unfamiliar vegetables. Neither were effects found on familiar vegetables, except for number of familiar vegetables tasted (p < 0.05). Furthermore, no significant intervention effects were found on daily vegetable consumption and food neophobia. These results indicate that more intensive school-based nutrition education activities are needed to increase children's willingness to taste unfamiliar vegetables and increase their vegetable intake. Copyright © 2016. Published by Elsevier Ltd.

Lessons for the Global Spatial Data Infrastructure : international case study analysis

DOT National Transportation Integrated Search

2002-01-01

This report presents a RAND analysis of international collaboration for the Global Spatial Data Infrastructure (GSDI). Ten in-depth international and regional collaboration case studies were conducted to assess lessons learned for GSDI development an...

Stress Analysis for the Formation of En Echelon Veins and Vortex Structures: a Lesson Plan with a Brief Illumination

NASA Astrophysics Data System (ADS)

Zeng, Z.; Birnbaum, S.

2006-12-01

An English lesson plan exploring stress analysis of En Echelon veins and vortex structures used in the bilingual course in Structural Geology at the National Science Training Base of China is described. Two mechanical models are introduced in class and both mathematical and mechanical analyses are conducted. Samples, pictures and case studies are selected from Britain, Switzerland, and China. These case studies are augmented from the previous research results of the first author. Students are guided through the entire thought process, including methods and procedures used in the stress analysis of geologic structures. The teaching procedures are also illustrated. The method showed is effective to help students to get the initial knowledge of quantitative analysis for the formation of geological structures. This work is supported by the Ministry of Education of China, the Education Bureau of Hubei Province of China and China University of Geosciences (Wuhan).

Tailoring an educational program on the AHRQ Patient Safety Indicators to meet stakeholder needs: lessons learned in the VA.

PubMed

Shin, Marlena H; Rivard, Peter E; Shwartz, Michael; Borzecki, Ann; Yaksic, Enzo; Stolzmann, Kelly; Zubkoff, Lisa; Rosen, Amy K

2018-02-14

Given that patient safety measures are increasingly used for public reporting and pay-for performance, it is important for stakeholders to understand how to use these measures for improvement. The Agency for Healthcare Research and Quality (AHRQ) Patient Safety Indicators (PSIs) are one particularly visible set of measures that are now used primarily for public reporting and pay-for-performance among both private sector and Veterans Health Administration (VA) hospitals. This trend generates a strong need for stakeholders to understand how to interpret and use the PSIs for quality improvement (QI). The goal of this study was to develop an educational program and tailor it to stakeholders' needs. In this paper, we share what we learned from this program development process. Our study population included key VA stakeholders involved in reviewing performance reports and prioritizing and initiating quality/safety initiatives. A pre-program formative evaluation through telephone interviews and web-based surveys assessed stakeholders' educational needs/interests. Findings from the formative evaluation led to development and implementation of a cyberseminar-based program, which we tailored to stakeholders' needs/interests. A post-program survey evaluated program participants' perceptions about the PSI educational program. Interview data confirmed that the concepts we had developed for the interviews could be used for the survey. Survey results informed us on what program delivery mode and content topics were of high interest. Six cyberseminars were developed-three of which focused on two content areas that were noted of greatest interest: learning how to use PSIs for monitoring trends and understanding how to interpret PSIs. We also used snapshots of VA PSI reports so that participants could directly apply learnings. Although initial interest in the program was high, actual attendance was low. However, post-program survey results indicated that perceptions about the program were positive. Conducting a formative evaluation was a highly important process in program development. The useful information that we collected through the interviews and surveys allowed us to tailor the program to stakeholders' needs and interests. Our experiences, particularly with the formative evaluation process, yielded valuable lessons that can guide others when developing and implementing similar educational programs.

Science as a fundamental framework for shaping policy discussions regarding the use of groundwater in the State of Michigan: A case study

USGS Publications Warehouse

Steinman, A.D.; Nicholas, J.R.; Seelbach, P.W.; Allan, J.W.; Ruswick, F.

2011-01-01

The availability and use of freshwater is a growing concern in the United States and around the globe. Despite apparently abundant water resources, several conflicts over water use have emerged in the Great Lakes region and the State of Michigan. These conflicts resulted in state legislation that both addresses water withdrawal from the Great Lakes Basin and requires the State of Michigan to begin a process to address the sustainability of water resources. The former resulted in Michigan's support of the Great Lakes-St. Lawrence River Water Resources Compact, whereas the latter resulted in the formation of a Groundwater Conservation Advisory Council. This paper focuses primarily on the Council, describing its formation, and the products it generated. In particular, we focus on the development of indicators of sustainable use of water, the creation of a water withdrawal assessment process to determine if a proposed withdrawal will create an adverse resource impact in the state, and how the lessons learned in Michigan may be applied to other units of government addressing similar issues. Attention is also given to the Compact, as it provides important context for the Council's formation. ?? IWA Publishing 2011.

Secular Trends in Pupils' Assessments of Physical Education Lessons in Regard to Their Self-Perception of Physical Fitness across the Educational Systems of Czech Republic and Poland

ERIC Educational Resources Information Center

Frömel, Karel; Vašícková, Jana; Svozil, Zbynek; Chmelík, František; Skalik, Krzysztof; Groffik, Dorota

2014-01-01

Observation of trends in physical education plays an integral role in motor-development diagnostics and in encouraging physical activity and a healthy lifestyle. This study aims to elucidate the current state of and trends in pupils' assessments of physical education lessons (PELs) in different education systems in the context of self-perception…

Examining the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffusion and osmosis

NASA Astrophysics Data System (ADS)

Lankford, Deanna

Teachers are the most important factor in student learning (National Research Council, 1996); yet little is known about the specialized knowledge held by experienced teachers. The purpose of this study was twofold: first, to make explicit the pedagogical content knowledge (PCK) for teaching diffusion and osmosis held by experienced biology teachers and, second, to reveal how topic-specific PCK informs teacher practice. The Magnusson et al. (1999) PCK model served as the theoretical framework for the study. The overarching research question was: When teaching lessons on osmosis and diffusion, how do experienced biology teachers draw upon their topic-specific pedagogical content knowledge? Data sources included observations of two consecutive lessons, three semi-structured interviews, lesson plans, and student handouts. Data analysis indicated five of the six teachers held a constructivist orientation to science teaching and engaged students in explorations of diffusion and osmosis prior to introducing the concepts to students. Explanations for diffusion and osmosis were based upon students' observations and experiences during explorations. All six teachers used representations at the molecular, cellular, and plant organ levels to serve as foci for explorations of diffusion and osmosis. Three potential learning difficulties identified by the teachers included: (a) understanding vocabulary terms, (b) predicting the direction of osmosis, and (c) identifying random molecular motion as the driving force for diffusion and osmosis. Participants used student predictions as formative assessments to reveal misconceptions before instruction and evaluate conceptual understanding during instruction. This study includes implications for teacher preparation, research, and policy.

EBooks as PDF Files, in EPub Format or as Interactive IBooks? Digital Books in Physics Lessons of Secondary Education

ERIC Educational Resources Information Center

Lohr, Manfred

2014-01-01

This paper outlines the different capabilities of ebooks in the pdf, epub and ibook format in science teaching evaluated at the BG/BRG Schwechat. Over the recent years the school equipped with 100 personal computers and 28 iPads has become one of the leading e-learning schools in Austria. iPads show their advantages in the context of blended…

Crystalline-silicon reliability lessons for thin-film modules

NASA Technical Reports Server (NTRS)

Ross, Ronald G., Jr.

1985-01-01

Key reliability and engineering lessons learned from the 10-year history of the Jet Propulsion Laboratory's Flat-Plate Solar Array Project are presented and analyzed. Particular emphasis is placed on lessons applicable to the evolving new thin-film cell and module technologies and the organizations involved with these technologies. The user-specific demand for reliability is a strong function of the application, its location, and its expected duration. Lessons relative to effective means of specifying reliability are described, and commonly used test requirements are assessed from the standpoint of which are the most troublesome to pass, and which correlate best with field experience. Module design lessons are also summarized, including the significance of the most frequently encountered failure mechanisms and the role of encapsulant and cell reliability in determining module reliability. Lessons pertaining to research, design, and test approaches include the historical role and usefulness of qualification tests and field tests.

PV Reliability Development Lessons from JPL's Flat Plate Solar Array Project

NASA Technical Reports Server (NTRS)

Ross, Ronald G., Jr.

2013-01-01

Key reliability and engineering lessons learned from the 20-year history of the Jet Propulsion Laboratory's Flat-Plate Solar Array Project and thin film module reliability research activities are presented and analyzed. Particular emphasis is placed on lessons applicable to evolving new module technologies and the organizations involved with these technologies. The user-specific demand for reliability is a strong function of the application, its location, and its expected duration. Lessons relative to effective means of specifying reliability are described, and commonly used test requirements are assessed from the standpoint of which are the most troublesome to pass, and which correlate best with field experience. Module design lessons are also summarized, including the significance of the most frequently encountered failure mechanisms and the role of encapsulate and cell reliability in determining module reliability. Lessons pertaining to research, design, and test approaches include the historical role and usefulness of qualification tests and field tests.

Seismic margin assessment of the Edwin I. Hatch Nuclear Plant, Unit 1

DOE Office of Scientific and Technical Information (OSTI.GOV)

Barr, W.T.; Moore, D.P.; Smith, J.E.

1991-06-01

This summary presents the results and lessons learned from the seismic margin assessment (SMA) of Unit 1 of the Hatch Nuclear Plant. The primary purpose of this SMA was to assess the practicality of the EPRI SMA methodology on a BWR on a soil site such as Hatch. The major findings from the Hatch SMA are briefly described along with the lessons learned during the project implementation. The experience gained on the Hatch SMA is expected to benefit others in the performance of future SMAs. 12 refs.

Writing Editorials.

ERIC Educational Resources Information Center

Pappas, Marjorie L.

2003-01-01

Presents a thematic unit for middle schools on editorial writing, or persuasive writing, based on the Pathways Model for information skills lessons. Includes assessing other editorials; student research process journals; information literacy and process skills; and two lesson plans that involve library media specialists as well as teachers. (LRW)

An Analysis of Secondary Integrated STEM Lesson Plans: Common Characteristics, Learning Expectations and the Impact from the Teacher's Definition of I-STEM

NASA Astrophysics Data System (ADS)

Hayward, Jacob B.

This qualitative study investigated teachers' understanding of their definition of I-STEM (Integrated STEM education), how those understandings manifested into lessons and associated lesson artifacts, how they assessed students in such lessons, and what factors or rationales supported their ability to conduct or not conduct I-STEM lessons. A survey was sent to the members of four professional organizations representing I-STEM disciplines to solicit their participation in this project. Ten teachers ranging from grades 9-12 participated in this study. Of those who responded, six teachers identified with National Science Teachers Association (NSTA), three teachers selected International Technology and Engineering Education Association (ITEEA), and one teacher claimed International STEM Education Association (ISEA). No teachers identified with National Council of Teachers of Mathematics. In addition to surveys, data were collected using interviews, email responses, and a review of lesson artifacts. Three distinct factors emerged from this study. First, there was a lack of consistency among I-STEM disciplines, then, assessments of students was predominately focused on soft-skills, and finally, several participants shared three characteristics that seemed to define experiences for conducting what they believed were I-STEM lessons. Additionally teachers emphasized factors effecting implementation of I-STEM describing rationales enabling participants' to implement I-STEM lessons. Responses provided insight and revealed how teachers understood I-STEM definition, how they interpreted integration of the disciplines, and "why" they conducted I-STEM lessons. The majority of participants implemented I-STEM in the absence of an official school/district definition. Assessments provided interesting results in this study. The majority of participants identified expected outcomes or products based on their I-STEM definition and in their responses. However, the rubrics submitted measured or awarded points to various soft skills, such as teamwork and communication abilities. Participants discussed the implementation of I-STEM skills and knowledge, however, of the submitted rubrics, only a very criteria were presented that actually awarded points to students based on their understanding or growing in I-STEM knowledge or skills. Most points or grades were awarded based on the students' abilities to communicate either in a presentation or paper. Few points were awarded to the process of I-STEM or to the constructed products.

The Value of Satellite Early Warning Systems in Kenya and Guatemala: Results and Lessons Learned from Contingent Valuation and Loss Avoidance Approaches

NASA Astrophysics Data System (ADS)

Morrison, I.; Berenter, J. S.

2017-12-01

SERVIR, the joint USAID and NASA initiative, conducted two studies to assess the value of two distinctly different Early Warning Systems (EWS) in Guatemala and Kenya. Each study applied a unique method to asses EWS value. The evaluation team conducted a Contingent Valuation (CV) choice experiment to measure the value of a near-real time VIIRS and MODIS-based hot-spot mapping tool for forest management professionals targeting seasonal forest fires in Northern Guatemala. The team also conducted a survey-based Damage and Loss Avoidance (DaLA) exercise to calculate the monetary benefits of a MODIS-derived frost forecasting system for farmers in the tea-growing highlands of Kenya. This presentation compares and contrasts the use and utility of these two valuation approaches to assess EWS value. Although interest in these methods is growing, few empirical studies have applied them to benefit and value assessment for EWS. Furthermore, the application of CV and DaLA methods is much less common outside of the developed world. Empirical findings from these two studies indicated significant value for two substantially different beneficiary groups: natural resource management specialists and smallholder tea farmers. Additionally, the valuation processes generated secondary information that can help improve the format and delivery of both types of EWS outputs for user and beneficiary communities in Kenya and Guatemala. Based on lessons learned from the two studies, this presentation will also compare and contrast the methodological and logistical advantages, challenges, and limitations in applying the CV and DaLA methods in developing countries. By reviewing these two valuation methods alongside each other, the authors will outline conditions where they can be applied - individually or jointly - to other early warning systems and delivery contexts.

Health impact assessment of agriculture and food policies: lessons learnt from the Republic of Slovenia.

PubMed

Lock, Karen; Gabrijelcic-Blenkus, Mojca; Martuzzi, Marco; Otorepec, Peter; Wallace, Paul; Dora, Carlos; Robertson, Aileen; Zakotnic, Jozica Maucec

2003-01-01

The most important public health priority in agricultural policy-making is currently food safety, despite the relatively higher importance of food security, nutrition, and other agricultural-related health issues in terms of global burden of disease. There is limited experience worldwide of using health impact assessment (HIA) during the development of agriculture and food policies, which perhaps reflects the complex nature of this policy sector. This paper presents methods of HIA used in the Republic of Slovenia, which is conducting a HIA of proposed agricultural and food policies due to its accession to the European Union. It is the first time that any government has attempted to assess the health effects of agricultural policy at a national level. The HIA has basically followed a six-stage process: policy analysis; rapid appraisal workshops with stakeholders from a range of backgrounds; review of research evidence relevant to the agricultural policy; analysis of Slovenian data for key health-related indicators; a report on the findings to a key cross-government group; and evaluation. The experience in Slovenia shows that the HIA process has been a useful mechanism for raising broader public health issues on the agricultural policy agenda, and it has already had positive results for policy formation. HIA is one useful approach to more integrated policy-making across sectors, but clearly it is not the only mechanism to achieve this. A comparison of the approach used in Slovenia with HIA methods in other countries and policy contexts shows that there are still many limitations with HIA application at a government level. Lessons can be learnt from these case studies for future development and application of HIA that is more relevant to policy-makers, and assists them in making more healthy policy choices.

Health impact assessment of agriculture and food policies: lessons learnt from the Republic of Slovenia.

PubMed Central

Lock, Karen; Gabrijelcic-Blenkus, Mojca; Martuzzi, Marco; Otorepec, Peter; Wallace, Paul; Dora, Carlos; Robertson, Aileen; Zakotnic, Jozica Maucec

2003-01-01

The most important public health priority in agricultural policy-making is currently food safety, despite the relatively higher importance of food security, nutrition, and other agricultural-related health issues in terms of global burden of disease. There is limited experience worldwide of using health impact assessment (HIA) during the development of agriculture and food policies, which perhaps reflects the complex nature of this policy sector. This paper presents methods of HIA used in the Republic of Slovenia, which is conducting a HIA of proposed agricultural and food policies due to its accession to the European Union. It is the first time that any government has attempted to assess the health effects of agricultural policy at a national level. The HIA has basically followed a six-stage process: policy analysis; rapid appraisal workshops with stakeholders from a range of backgrounds; review of research evidence relevant to the agricultural policy; analysis of Slovenian data for key health-related indicators; a report on the findings to a key cross-government group; and evaluation. The experience in Slovenia shows that the HIA process has been a useful mechanism for raising broader public health issues on the agricultural policy agenda, and it has already had positive results for policy formation. HIA is one useful approach to more integrated policy-making across sectors, but clearly it is not the only mechanism to achieve this. A comparison of the approach used in Slovenia with HIA methods in other countries and policy contexts shows that there are still many limitations with HIA application at a government level. Lessons can be learnt from these case studies for future development and application of HIA that is more relevant to policy-makers, and assists them in making more healthy policy choices. PMID:12894321

Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

PubMed

Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

2015-11-25

Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

Aspirations and common tensions: larger lessons from the third US national climate assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Moser, Susanne C.; Melillo, Jerry M.; Jacobs, Katharine L.

2015-10-21

The Third US National Climate Assessment (NCA3) was produced by experts in response to the US Global Change Research Act of 1990. Based on lessons learned from previous domestic and international assessments, the NCA3 was designed to speak to a broad public and inform the concerns of policy- and decision-makers at different scales. The NCA3 was also intended to be the first step in an ongoing assessment process that would build the nation’s capacity to respond to climate change. This concluding paper draws larger lessons from the insights gained throughout the assessment process that are of significance to future USmore » and international assessment designers. We bring attention to process and products delivered, communication and engagement efforts, and how they contributed to the sustained assessment. Based on areas where expectations were exceeded or not fully met, we address four common tensions that all assessment designers must confront and manage: between (1) core assessment ingredients (knowledge base, institutional set-up, principled process, and the people involved), (2) national scope and subnational adaptive management information needs, (3) scope, complexity, and manageability, and (4) deliberate evaluation and ongoing learning approaches. Managing these tensions, amidst the social and political contexts in which assessments are conducted, is critical to ensure that assessments are feasible and productive, while its outcomes are perceived as credible, salient, and legitimate.« less

Constellation Program: Lessons Learned. Volume 1; Executive Summary

NASA Technical Reports Server (NTRS)

Rhatigan, Jennifer L. (Editor)

2011-01-01

This document (Volume I) provides an executive summary of the lessons learned from the Constellation Program. A companion Volume II provides more detailed analyses for those seeking further insight and information. In this volume, Section 1.0 introduces the approach in preparing and organizing the content to enable rapid assimilation of the lessons. Section 2.0 describes the contextual framework in which the Constellation Program was formulated and functioned that is necessary to understand most of the lessons. Context of a former program may seem irrelevant in the heady days of new program formulation. However, readers should take some time to understand the context. Many of the lessons would be different in a different context, so the reader should reflect on the similarities and differences in his or her current circumstances. Section 3.0 summarizes key findings developed from the significant lessons learned at the program level that appear in Section 4.0. Readers can use the key findings in Section 3.0 to peruse for particular topics, and will find more supporting detail and analyses in Section 4.0 in a topical format. Appendix A contains a white paper describing the Constellation Program formulation that may be of use to readers wanting more context or background information. The reader will no doubt recognize some very similar themes from previous lessons learned, blue-ribbon committee reviews, National Academy reviews, and advisory panel reviews for this and other large-scale human spaceflight programs; including Apollo, Space Shuttle, Shuttle/Mir, and the ISS. This could represent an inability to learn lessons from previous generations; however, it is more likely that similar challenges persist in the Agency structure and approach to program formulation, budget advocacy, and management. Perhaps the greatest value of these Constellation lessons learned can be found in viewing them in context with these previous efforts to guide and advise the Agency and its stakeholders.

Student Mental Models of the Greenhouse Effect: Retention Months After Interventions

NASA Astrophysics Data System (ADS)

Harris, S. E.; Gold, A. U.

2013-12-01

Individual understanding of climate science, and the greenhouse effect in particular, is one factor important for societal decision-making. Ideally, learning opportunities about the greenhouse effect will not only move people toward expert-like ideas but will also have long-lasting effects for those individuals. We assessed university students' mental models of the greenhouse effect before and after specific learning experiences, on a final exam, then again a few months later. Our aim was to measure retention after students had not necessarily been thinking about, nor studying, the greenhouse effect recently. How sticky were the ideas learned? 164 students in an introductory science course participated in a sequence of two learning activities and assessments regarding the greenhouse effect. The first lesson involved the full class, then, for the second lesson, half the students completed a simulation-based activity and the other half completed a data-driven activity. We assessed student thinking through concept sketches, multiple choice and short answer questions. All students generated concept sketches four times, and completed a set of multiple choice (MCQs) and short answer questions twice. Later, 3-4 months after the course ended, 27 students ('retention students') completed an additional concept sketch and answered the questions again, as a retention assessment. These 27 students were nearly evenly split between the two contrasting second lessons in the sequence and included both high and low-achieving students. We then compared student sketches and scores to 'expert' answers. The general pattern over time showed a significant increase in student scores from before the lesson sequence to after, both on concept sketches and MCQs, then an additional increase in concept sketch score on the final exam (MCQs were not asked on the final exam). The scores for the retention students were not significantly different from the full class. Within the retention group, there was also no difference in scores based on which contrasting lesson a student did. Students in both of the contrasting lessons scored significantly higher on the retention test than on the initial pre-test. Their concept sketch scores on the retention test were slightly lower than their scores on the final exam (not significantly), but matched their post-lesson-sequence scores. Their MCQ scores were slightly higher on the retention test than on the post-lesson-sequence test (also not significantly). These results imply that students both learned and retained new ideas about the greenhouse effect for at least a few months after the end of the course and did not regress to their pre-lesson ideas. Further analysis should show which particular aspects of student mental models changed over the full temporal sequence.

Effects of an Internet-based cognitive behavioral therapy (iCBT) program in Manga format on improving subthreshold depressive symptoms among healthy workers: a randomized controlled trial.

PubMed

Imamura, Kotaro; Kawakami, Norito; Furukawa, Toshi A; Matsuyama, Yutaka; Shimazu, Akihito; Umanodan, Rino; Kawakami, Sonoko; Kasai, Kiyoto

2014-01-01

The purpose of this study was to develop a new Internet-based computerized cognitive behavior therapy (iCBT) program in Manga format, the Japanese cartoon, for workers and to examine the effects of the iCBT program on improving subthreshold depression using a randomized controlled trial (RCT) design among workers employed in private companies in Japan. All workers in a company (n = 290) and all workers in three departments (n = 1,500) at the headquarters of another large company were recruited by an invitation e-mail. Participants who fulfilled the inclusion criteria were randomly allocated to intervention or control groups (N = 381 for each group). A six-week, six-lesson iCBT program using Manga (Japanese comic) story was developed. The program included several CBT skills: self-monitoring, cognitive restructuring, assertiveness, problem solving, and relaxation. The intervention group studied the iCBT program at a frequency of one lesson per week. Depression (Beck Depression Inventory II; BDI-II) was assessed as a primary outcome at baseline, and three- and six-month follow-ups for both intervention and control groups were performed. The iCBT program showed a significant intervention effect on BDI-II (t = -1.99, p<0.05) with small effect sizes (Cohen's d: -0.16, 95% Confidence Interval: -0.32 to 0.00, at six-month follow-up). The present study first demonstrated that a computerized cognitive behavior therapy delivered via the Internet was effective in improving depression in the general working population. It seems critical to improve program involvement of participants in order to enhance the effect size of an iCBT program. UMIN Clinical Trials Registry UMIN000006210.

An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

NASA Astrophysics Data System (ADS)

Burton, Amanda

Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

The Beaverton School District Arts for Learning (A4L) Lessons Project, an Investing in Innovation (i3) Development Grant: Student Impact Findings from Years 1, 2, and 3

ERIC Educational Resources Information Center

Nakamoto, Jonathan; Sobolew-Shubin, Sandy; Orland, Martin

2015-01-01

The purpose of this study was to assess the impact of the Arts for Learning (A4L) Lessons Project on the literacy and life skills of students in grades 3, 4, and 5. A4L Lessons is a supplementary literacy curriculum designed to blend the creativity and discipline of the arts with learning science to raise student achievement in reading and…

[Restoration of speech function in oncological patients with maxillary defects].

PubMed

Matiakin, E G; Chuchkov, V M; Akhundov, A A; Azizian, R I; Romanov, I S; Chuchkov, M V; Agapov, V V

2009-01-01

Speech quality was evaluated in 188 patients with acquired maxillary defects. Prosthetic treatment of 29 patients was preceded by pharmacopsychotherapy. Sixty three patients had lessons with a logopedist and 66 practiced self-tuition based on the specially developed test. Thirty patients were examined for the quality of speech without preliminary preparation. Speech quality was assessed by auditory and spectral analysis. The main forms of impaired speech quality in the patients with maxillary defects were marked rhinophonia and impaired articulation. The proposed analytical tests were based on a combination of "difficult" vowels and consonants. The use of a removable prostheses with an obturator failed to correct the affected speech function but created prerequisites for the formation of the correct speech stereotype. Results of the study suggest the relationship between the quality of speech in subjects with maxillary defects and their intellectual faculties as well as the desire to overcome this drawback. The proposed tests are designed to activate the neuromuscular apparatus responsible for the generation of the speech. Lessons with a speech therapist give a powerful emotional incentive to the patients and promote their efforts toward restoration of speaking ability. Pharmacopsychotherapy and self-control are another efficacious tools for the improvement of speech quality in patients with maxillary defects.

Exploration of instruction, assessment, and equity in the middle school science classroom

NASA Astrophysics Data System (ADS)

Szpyrka, Donna A.

2001-07-01

In order to determine equitable practices of middle school science teachers questionnaire responses, classroom observations, teacher interviews, and assessment artifacts were examined to discover relationships between classroom instruction, assessment practices, and equity. Teachers in middle school science classrooms in six different schools completed a National Center for Education Statistics questionnaire, offered assessment artifacts, and participated in interviews. Observers using a classroom observation protocol and an equity profile rated 22 lessons. The study found that a distinction could be made between teachers who were more equitable and those who were less equitable. Careful planning and organization; the incorporation of tasks, roles, and interactions consistent with investigative science; a collaborative approach to learning; and instruction that takes into account what transpired in previous lessons---appear to be characteristics of lesson design of the more equitable teachers. In addition, instructional strategies and activities that addressed access, equity, and diversity as well as, a classroom climate that was respectful of students' contributions were found to a greater extent in the more equitable teachers' classrooms. While all teachers used multiple methods of assessment, the more equitable teachers used assessment differently. They also provided written feedback to students, relied on more than one aspect of student performance for determining grades, and explicated clear and specific assessment practices.

Girls' Activity Levels and Lesson Contexts in Middle School PE: TAAG Baseline

PubMed Central

McKENZIE, THOMAS L.; CATELLIER, DIANE J.; CONWAY, TERRY; LYTLE, LESLIE A.; GRIESER, MIRA; WEBBER, LARRY A.; PRATT, CHARLOTTE A.; ELDER, JOHN P.

2008-01-01

Purpose To assess girls' physical activity (PA) in middle school physical education (PE) as it relates to field site, lesson context and location, teacher gender, and class composition. Methods We observed girls' PA levels, lesson contexts, and activity promotion by teachers in 431 lessons in 36 schools from six field sites participating in the Trial of Activity for Adolescent Girls. Interobserver reliabilities exceeded 90% for all three categories. Data were analyzed using mixed-model ANOVA with controls for clustering effects by field site and school. Results Mean lesson length was 37.3 (± 9.4) min. Time (13.9 ± 7.0 min) and proportion of lessons (37.9 ± 18.5%) spent in moderate to vigorous PA (MVPA), and time (4.8 ± 4.2 min) and proportion of lessons (13.1 ± 11.7%) in vigorous PA (VPA) differed by field site (P < 0.004). Lesson time for instructional contexts differed by field site, with overall proportions as follows: game play (27.3%), management (26.1%), fitness activities (19.7%), skill drills (12.1%), knowledge (10.6%), and free play (4.4%). Coed classes were 7.9 min longer than girls-only classes (P = 0.03). Although 27 s shorter, outdoor lessons were more intense (MVPA% = 45.7 vs 33.7% of lesson, P < 0.001) and provided 4.0 more MVPA minutes (P < 0.001). MVPA, VPA, and lesson contexts did not differ by teacher gender. There was little direct promotion of PA by teachers during lessons. Conclusions Substantial variation in the conduct of PE exists. Proportion of lesson time girls spent accruing MVPA (i.e., 37.9%) fell short of the Healthy People 2010 objective of 50%. Numerous possibilities exist for improving girls' PA in PE. PMID:16826019

Enhancing Computer-Based Lessons for Effective Speech Education.

ERIC Educational Resources Information Center

Hemphill, Michael R.; Standerfer, Christina C.

1987-01-01

Assesses the advantages of computer-based instruction on speech education. Concludes that, while it offers tremendous flexibility to the instructor--especially in dynamic lesson design, feedback, graphics, and artificial intelligence--there is no inherent advantage to the use of computer technology in the classroom, unless the student interacts…

Designing Great Hinge Questions

ERIC Educational Resources Information Center

Wiliam, Dylan

2015-01-01

According to author Dylan Wiliam, because lessons never go exactly as planned, teachers should build plan B into plan A. This involves designing a lesson with a "hinge" somewhere in the middle and using specific kinds of questions--what he calls hinge questions--to quickly assess students' understanding of a concept before moving on.…

Can lessons designed with Gestalt laws of visual perception improve students' understanding of the phases of the moon?

NASA Astrophysics Data System (ADS)

Wistisen, Michele

There has been limited success teaching elementary students about the phases of the moon using diagrams, personal observations, and manipulatives. One possible reason for this is that instruction has failed to apply Gestalt principles of perceptual organization to the lesson materials. To see if fourth grade students' understanding could be improved, four lessons were designed and taught using the Gestalt laws of Figure-Ground, Symmetry, and Similarity. Students (n = 54) who were taught lessons applying the Gestalt principles scored 12% higher on an assessment than students (n = 51) who only were taught lessons using the traditional methods. Though scores showed significant improvement, it is recommended to follow the American Association for the Advancement of Science guidelines and wait until 9th grade to instruct students about the phases.

WWC Review of the Report "A Written Language Intervention for At-Risk Second Grade Students: A Randomized Controlled Trial of the Process Assessment of the Learner Lesson Plans in a Tier 2 Response-to-Intervention (RtI) Model." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The study examined the effects of "Process Assessment of the Learner" ("PAL"), a writing expression curriculum. The program was tested with second-grade students in a suburban-rural school district in the southeastern United States. Three sections of PAL lessons were implemented in the district as a small-group curriculum…

ERESE: An online forum for research-based earth science inquiry

NASA Astrophysics Data System (ADS)

Symons, C. M.; Koppers, A.; Helly, M.; Staudigel, H.; Miller, S. P.

2007-12-01

The Enduring Resources for Earth Science Education (ERESE) Project bridges the gap between earth science research and science education by providing a forum for electronic collaboration between practicing scientists and classroom teachers. By combining the resources of Scripps Institution of Oceanography (SIO) and the expertise of educators, ERESE leverages a wide variety of assets to provide state-of-the-art, online digital resources through two National Science Digital Library collections: Earthref.org (http://www.Earthref.org/ERESE) and SIOExplorer (http://SIOExplorer.ucsd.edu). Earthref.org provides a wealth of plate tectonic-related content appropriate for designing and enacting inquiry lessons. The SIOExplorer Digital Library houses marine geophysical data from over 800 research cruises each containing a variety of data types from meteorological, to oceanographic, geophysical and navigational data. Built on successful collaboration between scientists and middle and high school teachers from across the country beginning in 2004, ERESE has expanded into a multifaceted repository for thought-provoking earth science data and images, virtual field trips and inquiry lessons designed by our partner teachers. More than static interfaces, both Earthref.org and SIOExplorer introduce users to current topics in science, seeking to answer outstanding questions about the earth, its processes, formation, and future. To provide a starting point for new users to design and contribute lessons to Earthref.org we have created a basic inquiry lesson plan template that models the process of investigating a real scientific problem. The template is designed on the basis of our five-stage model of inquiry adapted to the National Science Education Standards. As with all inquiry lessons, our model focuses on the shift of power from the teacher at the outset of the lesson to the students upon completion of the lesson.

Looking for Life in Extreme Environments on Earth and Beyond: Professional Development Workshop for Educators

NASA Astrophysics Data System (ADS)

Droppo, R.; Pratt, L.; Suchecki, P. C.

2010-08-01

The Looking for Life in Extreme Environments workshop held at Indiana University Bloomington in July of 2009 was the first in a series of workshops for high-school teachers that are currently in development. The workshops' modules are based on the research of faculty members in the Departments of Geological Sciences, Biology, and Astronomy, the School of Education, and the School of Public and Environmental Affairs at Indiana University Bloomington; the modules use lessons from Exploring Deep-Subsurface Life. Earth Analogues for Possible Life on Mars: Lessons and Activities, curricular materials that were produced and edited by Lisa Pratt and Ruth Droppo and published by NASA in 2008. Exploring Deep-Subsurface Life is a workbook, a DVD (with closed-captioning), and a CD with the lessons in digital text format for adaptation to classroom needs and printing. Each lesson includes the National Education Standards that apply to the materials. The workbook's lessons are written with three considerations: Life Domains, Cellular Metabolism, and Extreme Environments and Microbes. Students are challenged to build, draw, measure, discuss, and participate in laboratory processes and experiments that help them understand and describe microbes and their environments. In the Capstone, the students write a grant proposal based on the three lessons' analogues. The DVD is collection of videotaped interviews with scientists in laboratories at Michigan State, Princeton, and Indiana University, who are working on water and gas samples they collected from deep gold mines in South Africa and the Canadian Arctic. The interview materials and some animated graphics are compiled into four video pieces that support and compliment the accompanying workbook lessons and activities, and offer students insight into the excitement of scientific discovery.

Lessons learnt from a factory fire with asbestos-containing fallout.

PubMed

Bridgman, S A

1999-06-01

Fallout containing asbestos from a factory fire at Tranmere, Wirral, England, landed on a highly populated urban area with an estimated 16000 people living in the area worst affected, which included a shipbuilding community. There was considerable public concern over the health impact of the acute environmental incident, and great media interest. A descriptive study was carried out of the acute environmental incident and its management, and the difficulties encountered. Practical lessons learnt include need for: increased fire-fighter awareness of potential adverse health effects from asbestos in the structure of buildings; early involvement of both Local Authority environmental health and National Health Service public health departments; creation of a systematic local database of potential environmental health hazards in the structure of buildings as well as their contents; 24 hour on-call arrangements with laboratories expert in analyses of fire fallout; rapid quantitative analyses of multiple environmental samples; district written policy on handling asbestos incidents; systematic assessment of fright and media factors in public impact of an incident; dedicated public help-lines open long hours; consistent evidence-based public messages from all those communicating with the public; measurement of asbestos levels in the street and homes for public reassurance; local and health authorities' subscription to an environmental incident support service; formation of an acute environmental incident team to jointly manage and publicly report on airborne acute environmental incidents; clear government definition of responsibilities of different agencies. This paper provides a description of important lessons learnt during an acute environmental incident with asbestos-containing fallout. It will be helpful to those involved in the practical planning for and management of future incidents.

The Views of Pre-Service Teachers Who Take Special Teaching Course within the Context of Pedagogical Formation Certificate Program about Micro-Teaching Method and a Physics Lesson Plan

ERIC Educational Resources Information Center

Gurbuz, Fatih

2015-01-01

The purpose of this study is to determine the views of the pre-service teachers who received training on pedagogical formation certificate program about micro-teaching method. The study was carried out with a case study method. Semi-structured interviews were used in the study as a data collection tool to gather pre-service teachers' views about…

Promoting Systems Thinking through Biology Lessons

NASA Astrophysics Data System (ADS)

Riess, Werner; Mischo, Christoph

2010-04-01

This study's goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the study: special lessons designed to promote systems thinking, a computer-simulated scenario on the topic "ecosystem forest," and a combination of both special lessons and the computer simulation. These groups were then compared to a control group. A questionnaire was used to assess systems thinking skills of 424 sixth-grade students of secondary schools in Germany. The assessment differentiated between a conceptual understanding (measured as achievement score) and a reflexive justification (measured as justification score) of systems thinking. The following control variables were used: logical thinking, grades in school, memory span, and motivational goal orientation. Based on the pretest-posttest control group design, only those students who received both special instruction and worked with the computer simulation showed a significant increase in their achievement scores. The justification score increased in the computer simulation condition as well as in the combination of computer simulation and lesson condition. The possibilities and limits of promoting various forms of systems thinking by using realistic computer simulations are discussed.

Strengthening and sustainability of national immunization technical advisory groups (NITAGs) globally: Lessons and recommendations from the founding meeting of the global NITAG network.

PubMed

Adjagba, Alex; MacDonald, Noni E; Ortega-Pérez, Inmaculada; Duclos, Philippe

2017-05-25

National Immunization Technical Advisory Groups (NITAGs) provide independent, evidence-informed advice to assist their governments in immunization policy formation. However, many NITAGs face challenges in fulfilling their roles. Hence the many requests for formation of a network linking NITAGs together so they can learn from each other. To address this request, the Health Policy and Institutional Development (HPID) Center (a WHO Collaborating Center at the Agence de Médecine Préventive - AMP), in collaboration with WHO, organized a meeting in Veyrier-du-Lac, France, on 11 and 12 May 2016, to establish a Global NITAG Network (GNN). The meeting focused on two areas: the requirements for (a) the establishment of a global NITAG collaborative network; and (b) the global assessment/evaluation of the performance of NITAGs. 35 participants from 26 countries reviewed the proposed GNN framework documents and NITAG performance evaluation. Participants recommended that a GNN should be established, agreed on its governance, function, scope and a proposed work plan as well as setting a framework for NITAG evaluation. Copyright © 2017.

Formation of Teachers as Leaders: Response to the Articles in This Special Issue

ERIC Educational Resources Information Center

Frick, William C.; Browne-Ferrigno, Tricia

2016-01-01

This article contains a response to three manuscripts that are part of the "JRLE" special issue entitled Developing and Empowering Teacher Leaders for Collective Leadership. Discussion of the articles, lessons learned, and implications for teacher leadership development are discussed.

Teacher Expectations: A Study of Their Genesis

ERIC Educational Resources Information Center

Lawlor, Francis X.; Lawlor, Elizabeth P.

1973-01-01

Studied the consistency and formation of teacher's judgements about child's abilities by having science methods course undergraduates watch two 10-minute video-taped lessons conducted among nine children. Indicated the most agreement on two extremes and the use of children's accomplishment speeds as judgment criteria. (CC)

Lessons Learned About Organic Aerosol Formation in the Southeast U.S. Using Observations and Modeling

EPA Science Inventory

Isoprene emitted by vegetation is an important precursor of secondary organic aerosol (SOA). In this work, modeling of isoprene SOA via heterogeneous uptake is explored and compared to observations from the Southern Oxidant and Aerosol Study (SOAS).

Functional assessment in mental health: lessons from occupational therapy

PubMed Central

Rogers, Joan C.; Holm, Margo B.

2016-01-01

Occupational therapists have been conducting functional assessments since World War I, and this accumulated experience has taught us several critical lessons. First, a comprehensive profile of a patient's functioning requires multiple assessment methods. Second, assessment content and measurement constructs must change with the times. Third, technology can enhance and extend functional assessment. Fourth, performance-based assessments of everyday activities can also be used to measure body functions/impairments. However, while deconstructing activities into body functions/impairments is possible, the results do not reflect patients' abilities to integrate the cognitive, motor, sensory and affective functions necessary to complete a complex activity. Finally, the differential complexity of everyday activities that a patient can master or successfully complete can also provide a ruler with which to measure progress. PMID:27489454

Assessing Organizational Readiness for a Participatory Occupational Health/Health Promotion Intervention in Skilled Nursing Facilities

PubMed Central

Zhang, Yuan; Flum, Marian; West, Cheryl; Punnett, Laura

2018-01-01

The long-term care sector is characterized by high morbidity and employee turnover, along with associated costs. Effective health protection and health promotion are important to improve physical and psychosocial well-being of caregivers. Assessment of organizational readiness for change is an essential precursor to the successful implementation of workplace programs addressing work climate, structure of tasks and relationships, and other issues that may be perceived as challenging by some within the institution. This study qualitatively assessed readiness of five skilled nursing facilities for a participatory occupational health/health promotion intervention. Selection criteria were developed to screen for program feasibility and ability to conduct prospective evaluations, and information was collected from managers and employees (interviews and focus groups). Three centers were selected for the program, and the first year of formative evaluation and intervention experience was then reviewed to evaluate and modify our selection criteria after the fact. Lessons learned include adding assessment of communication and the structure of problem solving to our selection criteria, improving methods to assess management support in a concrete (potentially nonverbal) form, and obtaining a stated financial commitment and resources to enable the team to function. Assessment of organizational readiness for change is challenging, although necessary to implement effective and sustainable health promotion programs in specific organizations. PMID:25715335

Transforming paper-based assessment forms to a digital format: Exemplified by the Housing Enabler prototype app.

PubMed

Svarre, Tanja; Lunn, Tine Bieber Kirkegaard; Helle, Tina

2017-11-01

The aim of this paper is to provide the reader with an overall impression of the stepwise user-centred design approach including the specific methods used and lessons learned when transforming paper-based assessment forms into a prototype app, taking the Housing Enabler as an example. Four design iterations were performed, building on a domain study, workshops, expert evaluation and controlled and realistic usability tests. The user-centred design process involved purposefully selected participants with different Housing Enabler knowledge and housing adaptation experience. The design iterations resulted in the development of a Housing Enabler prototype app. The prototype app has several features and options that are new compared with the original paper-based Housing Enabler assessment form. These new features include a user friendly overview of the assessment form; easy navigation by swiping back and forth between items; onsite data analysis; and ranking of the accessibility score, photo documentation and a data export facility. Based on the presented stepwise approach, a high-fidelity Housing Enabler prototype app was successfully developed. The development process has emphasized the importance of combining design participants' knowledge and experiences, and has shown that methods should seem relevant to participants to increase their engagement.

Community, State, and Federal Approaches to Cumulative Risk Assessment: Challenges and Opportunities for Integration

PubMed Central

Barzyk, Timothy M.; Wilson, Sacoby; Wilson, Anthony

2015-01-01

Community, state, and federal approaches to conventional and cumulative risk assessment (CRA) were described and compared to assess similarities and differences, and develop recommendations for a consistent CRA approach, acceptable across each level as a rigorous scientific methodology, including partnership formation and solution development as necessary practices. Community, state, and federal examples were described and then summarized based on their adherence to CRA principles of: (1) planning, scoping, and problem formulation; (2) risk analysis and ranking, and (3) risk characterization, interpretation, and management. While each application shared the common goal of protecting human health and the environment, they adopted different approaches to achieve this. For a specific project-level analysis of a particular place or instance, this may be acceptable, but to ensure long-term applicability and transferability to other projects, recommendations for developing a consistent approach to CRA are provided. This approach would draw from best practices, risk assessment and decision analysis sciences, and historical lessons learned to provide results in an understandable and accepted manner by all entities. This approach is intended to provide a common ground around which to develop CRA methods and approaches that can be followed at all levels. PMID:25918910

Buyer Beware: Lessons Learned from EdTPA Implementation in New York State

ERIC Educational Resources Information Center

Greenblatt, Deborah; O'Hara, Kate E.

2015-01-01

As states across the country continue their implementation of the Teacher Performance Assessment Portfolio (edTPA), a complex and high-stakes certification requirement for teacher certification, there are important lessons for educators and education advocates to learn from New York State's implementation. As Linda Darling-Hammond, developer and…

Effects of Detailed Illustrations on Science Learning: An Eye-Tracking Study

ERIC Educational Resources Information Center

Lin, Yu Ying; Holmqvist, Kenneth; Miyoshi, Kiyofumi; Ashida, Hiroshi

2017-01-01

The eye-tracking method was used to assess the influence of detailed, colorful illustrations on reading behaviors and learning outcomes. Based on participants' subjective ratings in a pre-study, we selected eight one-page human anatomy lessons. In the main study, participants learned these eight human anatomy lessons; four were accompanied by…

Unlearned Lessons: Six Stumbling Blocks to Our Schools' Success

ERIC Educational Resources Information Center

Popham, W. James

2009-01-01

"Why is it," writes noted assessment expert W. James Popham, "that today's educators seem almost compelled to replicate their predecessors' blunders?" Looking back over a career of more than fifty years in education, Popham identifies six key "unlearned lessons" in education and reflects on their impact on schools, teachers, and students. In an…

English as a Second Language for Adults: A Curriculum Guide.

ERIC Educational Resources Information Center

Selman, Mary; And Others

To help improve English as a Second Language (ESL) programs for adult learners, this curriculum guide provides informative materials for the teacher and 30 sections of lessons suitable for adaptation by the teacher. Teacher information includes materials on language teaching and learning, use of the guide, needs assessment, adapting lesson plans,…

A Handbook of Teacher-Developed Career Education Infusion Lessons for the Senior High School.

ERIC Educational Resources Information Center

Livonia Public Schools, MI.

This handbook contains 200 teacher-developed lessons which infuse the four career development components (self-awareness and -assessment, career awareness and exploration, career decision making, career planning and placement) of the Michigan Model of Career Education into the existing course content, emphasizing one or more of the career life…

Nutrition Education Intervention Improves Vegetable-Related Attitude, Self-Efficacy, Preference, and Knowledge of Fourth-Grade Students

ERIC Educational Resources Information Center

Wall, Denise E.; Least, Christine; Gromis, Judy; Lohse, Barbara

2012-01-01

Background: Impact of a classroom-based, standardized intervention to address limited vegetable consumption of fourth graders was assessed. Methods: A 4-lesson, vegetable-focused intervention, revised from extant materials was repurposed for Pennsylvania fourth graders with lessons aligned with state academic standards. A reliability-tested survey…

Building a Model PE Curriculum: Education Reform in Action

ERIC Educational Resources Information Center

Moore, John

2012-01-01

The blueprint to build a model physical education (PE) curriculum begins by establishing a sound curricular foundation based on a lesson plan template that incorporates clear and concise program goals, the alignment of lessons to state or national content standards, and the collection, analysis and use of objective assessment data that informs…

Accountable Talk in Reading Comprehension Instruction. CSE Technical Report 670

ERIC Educational Resources Information Center

Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

2006-01-01

This study examined the relationship between the quality of classroom talk and academic rigor in reading comprehension lessons. In addition, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data were collected as a part of the Instructional Quality Assessment (IQA) pilot. The IQA is a…

Equitable Instruction for Secondary Latino English Learners: Examining Critical Principles of Differentiation in Lesson Design

ERIC Educational Resources Information Center

Elsbree, Anne René; Hernández, Ana M.; Daoud, Annette

2014-01-01

The research emphasizes the need for educators to take more ownership of Latino English Learners (ELs) and identify effective lesson differentiation through subject area content (instruction), process (activities), and products (assessments). Based on the literature review, school achievement improves when practices address students' culture,…

Applications of instructional design theory to lesson planning for Superfund incident commander training

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mansfield, N.J.

1992-01-01

The increasing number of hazardous materials accidents in the United States has resulted in new federal regulations addressing the emergency response activities associated with chemical releases. A significant part of these new federal standards (29 CFR 1910.120 and 40 CFR Part 311) requires compliance with specific criteria by all personnel involved in a hazardous material emergency. This study investigated alternative lesson design models applicable to instruction for hazardous material emergencies. A specialized design checklist was created based on the work of Gagne, Briggs, and Wager (1988), Merrill (1987), and Clark (1989). This checklist was used in the development of lessonmore » plan templates for the hazardous materials incident commander course. Qualitative data for establishing learning objectives was collected by conducting a needs assessment and a job analysis of the incident commander position. Incident commanders from 14 public and private organizations participated in the needs assessment process. Technical information for the lessons was collected from appropriate governmental agencies. The implementation of the checklist and lesson plans can contribute to assuring quality training for incident commanders throughout the United States.« less

Caldecott Connections to Science.

ERIC Educational Resources Information Center

Glandon, Shan

This volume brings award-winning literature to all areas of the science curriculum. The lesson plan format includes the four stages of engagement, elaboration, exploration, and connection. Each story is followed by activities that make connections between literature, science, and the arts. Chapters include: (1) "Frog Went A-Courtin',"…

Talking Circles Promote Equitable Discourse

ERIC Educational Resources Information Center

Hung, Marcus

2015-01-01

Teachers facilitate math talk in the classroom, but introducing a structured discussion format called the "talking circle" can influence opportunities for equitable student participation. Drawing on his reflections over the 2013-14 academic year and reviewing his detailed teaching notes and lesson plans, Marcus Hung takes a close look at…

Internationalization of MBA Programs in Asia-Pacific: Looking beyond Business Study Missions.

ERIC Educational Resources Information Center

Teck-Meng, Tan; And Others

1997-01-01

Internationalization of the curriculum in the Nanyang University (Singapore) master's program in business administration (MBA) is described, highlighting its parallels with formation of government policy initiatives that encourage regional expansion of Singapore businesses. Lessons learned from the internationalization experiences of MBA programs…

All You Need to Know about Videodiscs: One Easy Lesson.

ERIC Educational Resources Information Center

Padgett, Helen L.

1993-01-01

Explains videodisc technology and its uses in education. Topics addressed include formats of videodiscs, including CAV discs (constant angular velocity) and CLV discs (constant linear velocity); the three industry-standard levels of interactivity; bar codes; bar-code readers; and finding information on a videodisc. (LRW)

Swahili 12 Weeks Course.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

This 12-weeks course in basic Swahili comprises 55 lesson units in five volumes. The general course format consists of (1) perception drills for comprehension, oral production, and association using "situational picture" illustrations; (2) dialogs in English and Swahili, with cartoon guides; (3) sequenced pattern and recombination drills, and (4)…

Effects of physical activity and breaks on mathematics engagement in adolescents.

PubMed

Owen, Katherine B; Parker, Philip D; Astell-Burt, Thomas; Lonsdale, Chris

2018-01-01

The purpose of this study was to determine whether physical activity has a positive relationship with school engagement regardless of the presence or absence of a recess or lunch break before the classroom lesson. Data were collected over three ten-week periods: January-April 2014 (Time 1), October-December 2014 (Time 2), and April-June 2015 (Time 3). A cohort of 2194 adolescents (mean age=13.40years, SD=.73) wore an accelerometer during the hour before a mathematics lesson and completed a questionnaire following the mathematics lesson to assess school engagement in that lesson. Linear mixed models indicated that moderate-intensity activity before a mathematics lesson had a positive linear relationship with cognitive engagement (β=.40, p<.05). Recess breaks before a mathematics lesson had a negative relationship with overall, behavioural, emotional, and cognitive engagement (β=-.18, p<.01, β=-.19, p<.01, β=-.13, p=.03, and β=-.13, p=.04, respectively). Promoting moderate-intensity activity prior to mathematics lessons could improve students' cognitive engagement. Educators should be aware that students tend to demonstrate the lowest levels of school engagement after recess breaks. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Communication of Energy Efficiency Information to Remodelers. Lessons From Current Practice

DOE Office of Scientific and Technical Information (OSTI.GOV)

Liaukus, C.

2012-10-01

The effective communication of energy efficiency and building science information to remodeling contractors is achieved through varying formats, timelines, and modes depending on who is delivering the information, who is intended to receive it, and what technical, intellectual, and time resources the recipients have at their disposal. This report reviews communications that are deemed effective, and selects a group to be further analyzed to determine why they are effective and how less successful formats or strategies can be revised for greater effectiveness.

Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers.

ERIC Educational Resources Information Center

Thousand, Jacqueline S., Ed.; And Others

This book offers practical guidelines for implementing cooperative-collaborative learning in the classroom. Included are research reviews, sample lesson plan formats, suggestions for peer coaching, and forms and materials that teachers may duplicate. The book's 17 chapters are divided into three sections on cooperative group learning; partner…

Invention through Form and Function Analogy

ERIC Educational Resources Information Center

Rule, Audrey C.

2015-01-01

"Invention through Form and Function Analogy" is an invention book for teachers and other leaders working with youth who are involving students in the invention process. The book consists of an introduction and set of nine learning cycle formatted lessons for teaching the principles of invention through the science and engineering design…

Coal Activities for Secondary Students.

ERIC Educational Resources Information Center

American Coal Foundation, Washington, DC.

This collection of lesson plans designed for teachers of 4th- through 12th-grade students utilizes an assortment of teaching strategies for topics related to coal and the coal industry. Activities cover the following topics: coal formation; coal identification; "the geologist's dilemma" (a supply and demand activity); geologic time and…

Autofluorescence generation and elimination: a lesson from glutaraldehyde.

PubMed

Lee, Kwahun; Choi, Sungmoon; Yang, Chun; Wu, Hai-Chen; Yu, Junhua

2013-04-14

Glutaraldehyde causes especially high autofluorescence. It reacted with proteins and peptides to generate visible to near-IR emitters. A model indicated that ethylenediamine and a secondary amine in the molecule were key components for the formation of emissive species. The mechanism enables us to control the generation and elimination of autofluorescence.

Using Lemna to Study Geometric Population Growth.

ERIC Educational Resources Information Center

DeBuhr, Larry E.

1991-01-01

An experiment in which students collect and analyze data on the population size of a real organism rather that on a model is presented. The activity allows for the integration of mathematics, graphing techniques, and the use of computers. The lesson is designed to follow the learning cycle format. (KR)

Drills vs. Games--Any Differences? A Pilot Study.

ERIC Educational Resources Information Center

McMullen, David W.

This study investigated the effect of informational, drill, and game format computer-assisted instruction (CAI) on the achievement, retention, and attitude toward instruction of sixth-grade science students (N=37). An informational CAI lesson on Halley's Comet was administered to three randomly selected groups of sixth-grade students. A CAI drill…

Discerning the Future of Early Childhood Intervention.

ERIC Educational Resources Information Center

Zigler, Edward; Berman, Winnie

1983-01-01

Examines the recent history of early childhood intervention efforts; discusses principles that guided the formation of intervention programs in the 1960s and 1970s; describes the Head Start program and lessons learned from its development; considers issues in evaluating intervention programs; and presents suggestions for future directions in early…

Using Metacognition to Promote Learning. IDEA Paper #63

ERIC Educational Resources Information Center

Millis, Barbara J.

2016-01-01

Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or…

What Works: Lessons From a Research Study of Specialized Science High School Graduates

ERIC Educational Resources Information Center

Almarode, John; Subotnik, Rena; Lee, G. Maie

2016-01-01

The overall goal of the study was to delineate educational and career aftereffects of the long-held aims behind the formation of specialized science high schools and to provide insight into the educational practices that appear to be most strongly associated with these ideal outcomes.

Electricity. A Bilingual Text = Electricidad. Un Texto Bilingue.

ERIC Educational Resources Information Center

Los Angeles Unified School District, CA. Div. of Career and Continuing Education.

This booklet is a course of instruction in electricity in a two-column, English-Spanish format. Following an introduction to electricity and a lesson on safety, the booklet contains 21 units covering the following topics: ways to produce electricity; basic circuits; electrical measurements; electric generators; transformers, symbols and…

Introduction to Media.

ERIC Educational Resources Information Center

Riler, Robert

Designed for senior high school students, this one semester course focuses on four aspects of modern media: television, film, radio, and advertising. Each topic is worked into a weekly lesson plan format that stresses the active involvement of students in the learning process. The course outline contains lists of objectives and media materials…

Literature in Language Lessons

ERIC Educational Resources Information Center

Zaiser, Richard

2018-01-01

Teaching modern foreign languages is not all about communicative skills. It is also about testing functional abilities. While we still pay lip service to the creed of communicative language teaching, we have adopted test formats and teaching styles that follow a hidden agenda: the production of human capital. The main objective of teaching is…

General Machinists Course Outline.

ERIC Educational Resources Information Center

Wilcox, Chester; And Others

This curriculum guide for a general machinists course is intended for use in a program combining vocational English as a second language (VESL) with bilingual vocational education. A description of the VESL program design appears first. The next section provides a format on developing lesson plans for teaching the technical and general vocational…

Econosense: A Common Sense Approach to the Study of Economics.

ERIC Educational Resources Information Center

McPheron, Linda

This student activity book and teacher's guide address specific economic terms and concepts correlated to specific student learning objectives. The concepts presented are those essential to any student developing a basic understanding of economics. Each lesson follows a specific format with a basic core of information, comprehension questions,…

Thai Basic Course.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

These 10 volumes comprise Lessons 1-80 in an introductory course in Thai. The general format, as presented in the first unit, consists of (1) a question-answer pattern drill, which introduces new grammatical structures, (2) a dialog, containing the new structures and vocabulary, (3) a recombination dialog, presenting the new words and patterns in…

Participatory Model of Mental Health Programming: Lessons Learned from Work in a Developing Country.

ERIC Educational Resources Information Center

Nastasi, Bonnie K.; Varjas, Kristen; Sarkar, Sreeroopa; Jayasena, Asoka

1998-01-01

Describes application of participatory model for creating school-based mental health services in a developing country. Describes process of identifying individual and cultural factors relevant to mental health. Discusses importance of formative research and collaboration with stakeholders to ensure cultural specificity of interventions, and the…

Reconnecting Proficiency, Literacy, and Culture: From Theory to Practice

ERIC Educational Resources Information Center

Warford, Mark K.; White, William L.

2012-01-01

What does it mean to capably communicate across languages? This article introduces two theoretical models and a lesson plan format designed to facilitate the integration of proficiency, literacy, and culture teaching in foreign language teaching. The Second Symbolic Competencies Model configures proficiency and literacy as subordinate clusters of…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module XI. Obstetric/Gynecologic Emergencies.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on obstetric/gynecologic emergencies is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Six units of study are presented: (1) anatomy and physiology of the female reproductive system; (2) patient assessment; (3) pathophysiology and management of gynecologic…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module VI. Cardiovascular System.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on the cardiovascular system is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Seven units of study are presented: (1) the anatomy and physiology of the cardiovascular system; (2) patient assessment for the cardiac patient; (3) pathophysiology; (4) reading…

From Lessons Learned the Hard Way to Lessons Learned the Harder Way

ERIC Educational Resources Information Center

Schwegler, Andria Foote

2013-01-01

My departure from traditional methods of teaching and assessment (i.e., lecture and close-ended exams) was prompted years ago by a "gut feeling" that has morphed into an explicit examination of my teaching practice and students' reactions to it. The scholarly approach and empirical evidence in "Teachers and Learning"…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module V. Respiratory System.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on the respiratory system is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Five units of study are presented: (1) anatomy and physiology of the respiratory system; (2) pathophysiology assessment of the patient; (3) pathophysiology and management of…

A Mixed Methods Comparison of Teachers' Lunar Modeling Lesson Implementation and Student Learning Outcomes

ERIC Educational Resources Information Center

Lamar, Mary F.; Wilhelm, Jennifer Anne; Cole, Merryn

2018-01-01

The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module IX. Musculoskeletal.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on the musculoskeletal system is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Five units of study are presented: (1) the major bones, joints, and muscles of the body; (2) patient assessment of a musculoskeletal injury; (3) pathophysiology and management…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module VII. Central Nervous System.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on the central nervous system is one of fifteen modules designed for use in the training of emergency medical technicians. Four units of study are presented: (1) anatomy and physiology; (2) assessment of patients with neurological problems; (3) pathophysiology and management of neurological problems; (4)…

Weapons and Tactics Instructor Course 2-16 Sleep and Performance Study

DTIC Science & Technology

2017-03-01

assessments showed a significant increase in self-reported fatigue as the course progressed. This thesis outlines a detailed methodology and lessons...increase in self-reported fatigue as the course progressed. This thesis outlines a detailed methodology and lessons learned for follow-on studies of...Performance as a Result of Insufficient Sleep .........23  III.  METHODOLOGY

Designing a Teaching Excellence Framework: Lessons from Other Sectors. Occasional Paper 13

ERIC Educational Resources Information Center

Darian, Louisa

2016-01-01

The Government is committed to introducing a Teaching Excellence Framework (TEF) to assess the quality of teaching and learning in higher education. Designing the right solution is challenging. There is no off-the-shelf solution from other countries that we can lift. But we can learn lessons from other sectors. This pamphlet explores rating…

Fundamental Skills Needs Assessment Methods

DTIC Science & Technology

1992-05-01

abstract classification procedures are alien. Lima credited formal schooling with fostering the ability to generalize and think ...lessons to improve students ’ abilities to learn and benefit from instruction . Students are guided through lessons selected for them ("Prescriptions...contrasts between in- school and out-of- school learning and thinking activities that raise serious questions about the general utility of schooling

A Second Look at Mobile Technology in the Classroom: Don't Ban It. Use It!

ERIC Educational Resources Information Center

Decker, James Brandon

2013-01-01

The misuse of smartphones in class frequently exasperates teachers. Instead of seeing this mobile technology as a nuisance, teachers can use it to their advantage. Smartphones can maximize collaboration, improve assessment, expand routine vocabulary lessons, augment out-of-class activities, and add multimedia tools to lessons, all while using…

Aesthetic Inquiry into Chinese University Student Fatherly Life Lessons: "Roots" and Their Implications for Educational Contexts

ERIC Educational Resources Information Center

Liu, Laura Blythe

2017-01-01

Globally, teachers are trained to educate and assess children through matrices based on comparative competition, a practice that thrives on ranking. In an era of glocalization, how might educational systems cultivate classroom connections embracing diverse student gifts? This arts-based narrative inquiry explores fatherly life lessons of 17…

Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons

ERIC Educational Resources Information Center

Maccagnano, Ann Marie

2007-01-01

Educators can identify children's strengths early on and gain insight into each student's unique abilities by using the numerous ideas and informal assessments in this exciting guide. Gifted and talented specialist Ann Maccagnano offers K-8 teachers challenging activities and engaging lessons to develop and nurture gifted learners' talents.…

Implementation of the Better Jobs Better Care Demonstration: Lessons for Long-Term Care Workforce Initiatives

ERIC Educational Resources Information Center

Kemper, Peter; Brannon, Diane; Barry, Teta; Stott, Amy; Heier, Brigitt

2008-01-01

Purpose: Better Jobs Better Care (BJBC) was a long-term care workforce demonstration that sought to improve recruitment and retention of direct care workers by changing public policy and management practice. The purpose of this article is to document and assess BJBC's implementation, analyze factors affecting implementation, and draw lessons from…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module XII. Pediatrics and Neonatal.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on pediatrics and neonatal transport is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Five units of study are presented: (1) approach to the pediatric patient including patient assessment; (2) pathophysiology and management of problems unique to the…

Revising the "One-Shot" through Lesson Study: Collaborating with Writing Faculty to Rebuild a Library Instruction Session

ERIC Educational Resources Information Center

Watson, Shevaun E.; Rex, Cathy; Markgraf, Jill; Kishel, Hans; Jennings, Eric; Hinnant, Kate

2013-01-01

The one-shot library instruction session has long been a mainstay for many information literacy programs. Identifying realistic learning goals, integrating active learning techniques, and conducting meaningful assessment for a single lesson all present challenges. Librarians and English faculty at one college campus confronted these challenges by…

Assessment of Working Scientifically--The TAPS Focused Assessment Approach

ERIC Educational Resources Information Center

McMahon, Kendra

2018-01-01

The Teacher Assessment in Primary Science (TAPS) Focused Assessment approach embeds assessment within normal classroom science activities. Essentially, a Focused Assessment is a lesson plan for a science inquiry, with an identified focus for assessment and guidance on how to interpret the children's responses in relation to expectations for that…

Applying Quantitative Approaches to the Formative Evaluation of Antismoking Campaign Messages

PubMed Central

Parvanta, Sarah; Gibson, Laura; Forquer, Heather; Shapiro-Luft, Dina; Dean, Lorraine; Freres, Derek; Lerman, Caryn; Mallya, Giridhar; Moldovan-Johnson, Mihaela; Tan, Andy; Cappella, Joseph; Hornik, Robert

2014-01-01

This article shares an in-depth summary of a formative evaluation that used quantitative data to inform the development and selection of promotional ads for the antismoking communication component of a social marketing campaign. A foundational survey provided cross-sectional data to identify beliefs about quitting smoking that campaign messages should target, as well as beliefs to avoid. Pretesting draft ads against quantitative indicators of message effectiveness further facilitated the selection and rejection of final campaign ads. Finally, we consider lessons learned from the process of balancing quantitative methods and judgment to make formative decisions about more and less promising persuasive messages for campaigns. PMID:24817829

SEA and strategy formation theories: From three Ps to five Ps

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cherp, Aleh; Watt, Alan; Vinichenko, Vadim

2007-10-15

A transition to environmentally sustainable societies should involve a significant and comprehensive - strategic - change. Much of the promise of SEA is associated precisely with its perceived capacity to facilitate such a strategic transformation by influencing selected 'strategic decisions'. This paper examines the potential effectiveness and limitations of such an approach in light of contemporary organizational strategy theories. Most of these theories separate 'strategies' from 'decisions' and also transcend the notion of strategies as formal plans, policies and programs (PPPs). Instead, they consider strategies as 'five Ps', adding 'Position', 'Perspective', 'Pattern' and 'Ploy' to the 'Plan'. Lessons from organizationalmore » strategy formation give rise to the following challenges for SEA theory and practice: 1.How to assess and influence informal as well as formal aspects of strategic initiatives? 2.How to extend SEA 'beyond decisions' to address 'emergent strategies' where strategic action is not necessarily preceded by a decision? 3.How to ensure that knowledge provided as a result of SEA is strategically relevant and communicated to key players in strategy formation? 4.How to deal with an uncontrollable and unpredictable environment in which strategic initiatives unfold? 5.How to recognize those situations when SEA can have most strategic influence? This paper takes a step towards examining these challenges by exploring the intellectual history of SEA in light of the main strategy formation theories and by identifying directions in which the SEA discourse may be further enhanced to meet these five challenges.« less

Preparedness lessons from modern disasters and wars.

PubMed

Dara, Saqib I; Farmer, J Christopher

2009-01-01

Disasters come in all shapes and forms, and in varying magnitudes and intensities. Nevertheless, they offer many of the same lessons for critical care practitioners and responders. Among these, the most important is that well thought out risk assessment and focused planning are vital. Such assessment and planning require proper training for providers to recognize and treat injury from disaster, while maintaining safety for themselves and others. This article discusses risk assessment and planning in the context of disasters. The article also elaborates on the progress toward the creation of portable, credible, sustainable, and sophisticated critical care outside the walls of an intensive care unit. Finally, the article summarizes yields from military-civilian collaboration in disaster planning and response.

An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

NASA Astrophysics Data System (ADS)

McWaters, Kathy Jean

2001-07-01

Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach used by teachers was to use the standards to write lesson plans and objectives and then to plan assessments based on these teacher-constructed objectives. Questionnaire data indicated that the three factors having the most influence on teachers' selection or construction of a particular type of assessment were: (a) how students learn, (b) alignment with state/district standards, and (c) purpose for assessment.

Falls risk assessment begins with hello: lessons learned from the use of one home health agency's fall risk tool.

PubMed

Flemming, Patricia J; Ramsay, Katherine

2012-10-01

Identifying older adults at risk for falls is a challenge all home healthcare agencies (HHAs) face. The process of assessing for falls risk begins with the initial home visit. One HHA affiliated with an academic medical center describes its experience in development and use of a Falls Risk Assessment (FRA) tool over a 10-year period. The FRA tool has been modified since initial development to clarify elements of the tool based on research and to reflect changes in the Outcome and Assessment Information Set (OASIS) document. The primary purpose of this article is to share a validated falls risk assessment tool to facilitate identification of fall-related risk factors in the homebound population. A secondary purpose is to share lessons learned by the HHA during the 10 years using the FRA.

Impact assessment of the smart roadside initiative (SRI) prototype - final report.

DOT National Transportation Integrated Search

2016-12-01

This report summarizes the independent assessment of the effectiveness and lessons learned from roadside motor carrier compliance systems including assessment of the Smart Roadside Initiative (SRI) Prototype and other SRI-like technologies. The locat...

Global health impacts of policies: lessons from the UK

PubMed Central

2014-01-01

Background The UK government committed to undertaking impact assessments of its policies on the health of populations in low and middle-income countries in its cross-government strategy “Health is Global”. To facilitate this process, the Department of Health, in collaboration with the National Heart Forum, initiated a project to pilot the use of a global health impact assessment guidance framework and toolkit for policy-makers. This paper aims to stimulate debate about the desirability and feasibility of global health impact assessments by describing and drawing lessons from the first stage of the project. Discussion Despite the attraction of being able to assess and address potential global health impacts of policies, there is a dearth of existing information and experience. A literature review was followed by discussions with policy-makers and an online survey about potential barriers, preferred support mechanisms and potential policies on which to pilot the toolkit. Although policy-makers were willing to engage in hypothetical discussions about the methodology, difficulties in identifying potential pilots suggest a wider problem in encouraging take up without legislative imperatives. This is reinforced by the findings of the survey that barriers to uptake included lack of time, resources and expertise. We identified three lessons for future efforts to mainstream global health impact assessments: 1) Identify a lead government department and champion – to some extent, this role was fulfilled by the Department of Health, however, it lacked a high-level cross-government mechanism to support implementation. 2) Ensure adequate resources and consider embedding the goals and principles of global health impact assessments into existing processes to maximise those resources. 3) Develop an effective delivery mechanism involving both state actors, and non-state actors who can ensure a “voice” for constituencies who are affected by government policies and also provide the “demand” for the assessments. Summary This paper uses the initial stages of a study on global health impact assessments to pose the wider question of incentives for policy-makers to improve global health. It highlights three lessons for successful development and implementation of global health impact assessments in relation to stewardship, resources, and delivery mechanisms. PMID:24612523

Global health impacts of policies: lessons from the UK.

PubMed

Mwatsama, Modi K; Wong, Sidney; Ettehad, Dena; Watt, Nicola F

2014-03-10

The UK government committed to undertaking impact assessments of its policies on the health of populations in low and middle-income countries in its cross-government strategy "Health is Global". To facilitate this process, the Department of Health, in collaboration with the National Heart Forum, initiated a project to pilot the use of a global health impact assessment guidance framework and toolkit for policy-makers. This paper aims to stimulate debate about the desirability and feasibility of global health impact assessments by describing and drawing lessons from the first stage of the project. Despite the attraction of being able to assess and address potential global health impacts of policies, there is a dearth of existing information and experience. A literature review was followed by discussions with policy-makers and an online survey about potential barriers, preferred support mechanisms and potential policies on which to pilot the toolkit. Although policy-makers were willing to engage in hypothetical discussions about the methodology, difficulties in identifying potential pilots suggest a wider problem in encouraging take up without legislative imperatives. This is reinforced by the findings of the survey that barriers to uptake included lack of time, resources and expertise. We identified three lessons for future efforts to mainstream global health impact assessments: 1) Identify a lead government department and champion--to some extent, this role was fulfilled by the Department of Health, however, it lacked a high-level cross-government mechanism to support implementation. 2) Ensure adequate resources and consider embedding the goals and principles of global health impact assessments into existing processes to maximise those resources. 3) Develop an effective delivery mechanism involving both state actors, and non-state actors who can ensure a "voice" for constituencies who are affected by government policies and also provide the "demand" for the assessments. This paper uses the initial stages of a study on global health impact assessments to pose the wider question of incentives for policy-makers to improve global health. It highlights three lessons for successful development and implementation of global health impact assessments in relation to stewardship, resources, and delivery mechanisms.

Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning.

PubMed

Mazur, Rebecca; Woodland, Rebecca H

2017-06-01

In this paper, we share the results of a summative evaluation of PEILI, a US-based adult professional development/training program for secondary school Pakistani teachers. The evaluation was guided by the theories of cultural competence (American Psychological Association, 2003; Bamberger, 1999; Wadsworth, 2001) and established frameworks for the evaluation of professional development/training and instructional design (Bennett, 1975; Guskey, 2002; King, 2014; Kirkpatrick, 1967). The explicit and implicit stakeholder assumptions about the connections between program resources, activities, outputs, and outcomes are described. Participant knowledge and skills were measured via scores on a pre/posttest of professional knowledge, and a standards-based performance assessment rubric. In addition to measuring short-term program outcomes, we also sought to incorporate theory-driven thinking into the evaluation design. Hence, we examined participant self-efficacy and access to social capital, two evidenced-based determinants or "levers" that theoretically explain the transformative space between an intervention and its outcomes (Chen, 2012). Data about program determinants were collected and analyzed through a pre/posttest of self-efficacy and social network analysis. Key evaluation findings include participant acquisition of new instructional skills, increased self-efficacy, and the formation of a nascent professional support network. Lessons learned and implications for the design and evaluation of cross-cultural teacher professional development programs are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module VIII. Soft Tissue Injuries.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on soft tissue injuries is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Six units of study are presented: (1) anatomy and physiology of the skin; (2) patient assessment for soft-tissue injuries; (3) pathophysiology and management of soft tissue injuries;…

Learning To Serve, Serving To Learn: A View from Higher Education. Integrating Service-Learning into Curriculum: Lessons Learned. Teacher Education Consortium in Service-Learning.

ERIC Educational Resources Information Center

2003

This collection of papers includes lessons learned from a 3-year collaboration among faculty who had pursued a scholarly inquiry of service-learning, integrated service-learning into their curricula, altered their teaching, forged partnerships with community based organizations, and developed measures and methodologies for assessing results. The…

The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment

ERIC Educational Resources Information Center

Furtak, Erin Marie; Alonzo, Alicia C.

2010-01-01

The Trends in International Mathematics and Science Study (TIMSS) Video Study explored instructional practices in the United States (US) in comparison with other countries that ranked higher on the 1999 TIMSS assessment, and revealed that 8th grade science teachers in the US emphasize activities over content during lessons (Roth et al.…

Collaboration between a Child Telephone Helpline and Sexual and Reproductive Health and Rights Organisations in Senegal: Lessons Learned

ERIC Educational Resources Information Center

Flink, Ilse Johanna Elisabeth; Mbaye, Solange Marie Odile; Diouf, Simon Richard Baye; Baumgartner, Sophie; Okur, Pinar

2018-01-01

This study identifies lessons learned from a collaboration between a child telephone helpline and sexual and reproductive health and rights (SRHR) organisations in Senegal established in the context of an SRHR programme for young people. We assessed how helpline operators are equipped to address sexual health and rights issues with young people,…

Dynamic Lesson Planning in EFL Reading Classes through a New e-Learning System

ERIC Educational Resources Information Center

Okada, Takeshi; Sakamoto, Yasunobu

2015-01-01

This paper illustrates how lesson plans, teaching styles and assessment can be dynamically adapted on a real-time basis during an English as a Foreign Language (EFL) reading classroom session by using a new e-learning system named iBELLEs (interactive Blended English Language Learning Enhancement system). iBELLEs plays a crucial role in filling…

Design and Implementation of a Pilot Obesity Prevention Program in a Low-Resource School: Lessons Learned and Research Recommendations

ERIC Educational Resources Information Center

Baskin, Monica L.; Zunker, Christie; Worley, Courtney B.; Dial, Brenda; Kimbrough, Linda

2009-01-01

Purpose: This paper seeks to describe the design, implementation, and lessons learned from an obesity prevention pilot program delivered in a low resource school in the USA. Design/methodology/approach: A planned program evaluation was conducted to: document explicitly the process of designing and implementing the program; and assess the…

Assessment of the Basic Law Lesson Consistent with the Opinions of Social Studies Pre-Service Teachers

ERIC Educational Resources Information Center

Haçat, Sibel Oguz

2018-01-01

The aim of the present study is to identify the approach of social studies pre-service teachers to legal topics in the "Basic Law" lesson within the Social Studies Teaching Bachelor's Degree Program. A case study based on qualitative research methods was employed. The study group consisted of 57 social studies pre-service teachers. Data…

Master Gardener-Led Lessons Increase Knowledge in Gardening and Environmental Science for Iowa Summer Camp Youth

ERIC Educational Resources Information Center

Black, Bruce J.; Haynes, Cynthia; Schrock, Denny; Duerfeldt, Kevin; Litchfield, Ruth

2016-01-01

Gardening and nutrition lessons for children can affect knowledge, actions, and behaviors that support more healthful lifestyles. The objective of the study described in this article was to determine the effectiveness of a master gardener--led education program for youth at a week-long summer camp in Iowa. Garden knowledge was assessed via a…

Performance-Based Education Project: A Component of the Institutional Outcomes Model. Course Prototype. U.S. History 121 (HIS121).

ERIC Educational Resources Information Center

John Wood Community Coll., Quincy, IL.

This document is an assessment of a performance-based education project that involved a United States history course, offered at a community college. Thirty-two student performance objectives are outlined and lesson plans designed to achieve each objective are presented. Each lesson plan consists of an instructional topic, prerequisites, interest…

MSFC Skylab lessons learned

NASA Technical Reports Server (NTRS)

1974-01-01

Key lessons learned during the Skylab Program that could have impact on on-going and future programs are presented. They present early and sometimes subjective opinions; however, they give insights into key areas of concern. These experiences from a complex space program management and space flight serve as an early assessment to provide the most advantage to programs underway. References to other more detailed reports are provided.

Private Tutoring Lessons Supply: Insights from Online Advertising in the Czech Republic

ERIC Educational Resources Information Center

Štastný, Vít

2017-01-01

In many parts of the world, shadow education has become a major enterprise. Such is the case of the countries of the former Eastern Bloc, including the Czech Republic, which is in scope of this article. The study analyses the Internet supply of private tutoring lessons in academic subjects and assesses the micro- and macro-factors influencing the…

Using K-12 Lessons Learned about How to Balance Accessibility and Test Security to Inform Licensure, Credentialing, and Certification Exam Policies

ERIC Educational Resources Information Center

Lazarus, Sheryl S.; van den Heuvel, Jill R.; Thurlow, Martha L.

2017-01-01

This paper explores how to balance test security and accessibility on licensure, credentialing, and certification exams. It examines K-12 test security policies related to educational assessments across states to discover lessons learned about how to meet accessibility needs of individuals with disabilities while minimizing test security risks. It…

Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

NASA Astrophysics Data System (ADS)

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-08-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

Active Citizenship in University Education: Lessons Learnt in Times of Crisis

ERIC Educational Resources Information Center

Papadiamantaki, Yiouli

2014-01-01

Despite the fact that historically the university has been the par excellence locus for the discussion of public issues and the formation of citizens, current European Union education policies promote and foster citizenship in secondary education, while the civic dimension of higher education is less prominent. This paper presents the case study…

Facilitating knowledge discovery and visualization through mining contextual data from published studies: lessons from JournalMap

USDA-ARS?s Scientific Manuscript database

Valuable information on the location and context of ecological studies are locked up in publications in myriad formats that are not easily machine readable. This presents significant challenges to building geographic-based tools to search for and visualize sources of ecological knowledge. JournalMap...

Case Study: Involving Freshmen Nonscience Majors in Case Writing--Lessons Learned

ERIC Educational Resources Information Center

Prud'homme-Genereux, Annie

2013-01-01

The objective of the project described in this article was to engage nonscience majors in a science communication assignment. Most of these students will not pursue careers in the sciences, so the traditional science communication formats (review papers, poster or oral presentation, lab reports) are not germane to their background, interests, and…

The Lessons of Non-Formal Learning for Urban Youth

ERIC Educational Resources Information Center

Thompson, Carol C.

2012-01-01

Non-formal learning for urban youth has a long history in the United States; it remains a source of innovation. This essay draws on literature about organizations that use community ties to encourage cognitive development and identity formation. It then describes how one youth organization in Camden, New Jersey uses presentations to the community…

Interreligious Learning as a Precondition for Peace Education: Lessons from the Past--John Amos Comenius (1592-1670)

ERIC Educational Resources Information Center

Rietveld-van Wingerden, Marjoke; ter Avest, Ina; Westerman, Wim

2012-01-01

During the last decades the concept of interreligious education has been developed in which exploration and personal identity formation form important aspects. The increasing multi-cultural and multi-religious society requires open, respectful, and tolerant attitudes for which schools have to prepare. Therefore, theorists on interreligious…

Baby Basics: Children's Activities in How Life Begins. Children's Activity Series.

ERIC Educational Resources Information Center

Picco, Elizabeth Raptis

These supplemental teaching resources promote awareness about health, family life, and cultural diversity for children in kindergarten through third grade, and offer a variety of concrete, visual activities to help young children understand how life begins for all living things. The format of each lesson is designed to help classroom and daycare…

Auditing and Evaluating University-Community Engagement: Lessons from a UK Case Study

ERIC Educational Resources Information Center

Hart, Angie; Northmore, Simon

2011-01-01

The growing importance of community and public engagement activities in universities has led to an increasing emphasis on auditing and evaluating university-community partnerships. However, the development of effective audit and evaluation tools is still at a formative stage. This article presents a case study of the University of Brighton's…

Children Speak about Interethnic and Interracial Friendships in the Classroom: Lessons for Teachers

ERIC Educational Resources Information Center

Pica-Smith, Cinzia

2009-01-01

In this article, the author discusses her research on children's perspectives of interracial and interethnic friendships in a multiethnic school and highlights children's voices on these intergroup friendships. Schools are important spaces in which social and cultural competencies necessary to the formation of intergroup friendships may be…

Methodical Approaches to Teaching of Computer Modeling in Computer Science Course

ERIC Educational Resources Information Center

Rakhimzhanova, B. Lyazzat; Issabayeva, N. Darazha; Khakimova, Tiyshtik; Bolyskhanova, J. Madina

2015-01-01

The purpose of this study was to justify of the formation technique of representation of modeling methodology at computer science lessons. The necessity of studying computer modeling is that the current trends of strengthening of general education and worldview functions of computer science define the necessity of additional research of the…

Use of Lecture Capture in Higher Education--Lessons from the Trenches

ERIC Educational Resources Information Center

Newton, Genevieve; Tucker, Trent; Dawson, John; Currie, Elliott

2014-01-01

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting…

Insights from a pilot program to integrate medical and social services.

PubMed

Meiners, Mark R; Mokler, Pamela M; Kasunic, Mary Lynn; Hawthornthwaite, Scott; Foster, Susan; Scheer, David; Maldonado, Anna Maria

2014-01-01

This study examines lessons learned from the design, implementation, and early results of an integrated managed care pilot program linking member benefits of a Medicare-Medicaid health care plan with community services and supports. The health plan's average monthly costs for members receiving an assessment and services declined by an economically meaningful, statistically significant amount in the postintervention period relative to the preintervention period compared with those who did not accept an assessment or services. The results along with the lesson learned from the pilot are viewed by the parties as supportive of further program development.

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

THE ENVIRONMENTAL MONITORING AND ASSESSMENT PROGRAM: NATIONAL COASTAL ASSESSMENT - LESSONS LEARNED

EPA Science Inventory

The purpose of the Environmental Monitoring and Assessment Program's National Coastal Assessment is to estimate the current status, extent, changes, and trends in ecological indicators of the condition of the nation's coastal resources on a state, regional and national basis. Bas...

Assessing Organizational Readiness for a Participatory Occupational Health/Health Promotion Intervention in Skilled Nursing Facilities.

PubMed

Zhang, Yuan; Flum, Marian; West, Cheryl; Punnett, Laura

2015-09-01

The long-term care sector is characterized by high morbidity and employee turnover, along with associated costs. Effective health protection and health promotion are important to improve physical and psychosocial well-being of caregivers. Assessment of organizational readiness for change is an essential precursor to the successful implementation of workplace programs addressing work climate, structure of tasks and relationships, and other issues that may be perceived as challenging by some within the institution. This study qualitatively assessed readiness of five skilled nursing facilities for a participatory occupational health/health promotion intervention. Selection criteria were developed to screen for program feasibility and ability to conduct prospective evaluations, and information was collected from managers and employees (interviews and focus groups). Three centers were selected for the program, and the first year of formative evaluation and intervention experience was then reviewed to evaluate and modify our selection criteria after the fact. Lessons learned include adding assessment of communication and the structure of problem solving to our selection criteria, improving methods to assess management support in a concrete (potentially nonverbal) form, and obtaining a stated financial commitment and resources to enable the team to function. Assessment of organizational readiness for change is challenging, although necessary to implement effective and sustainable health promotion programs in specific organizations. © 2015 Society for Public Health Education.

Providing the support services needed by students who are deaf or hard of hearing.

PubMed

Luetke-Stahlman, B

1998-12-01

When students who are deaf or hard of hearing are appropriately placed, program-level and curriculum-level adaptations may both need to be discussed to ensure social as well as academic progress. Programmatic modifications may involve communication, linguistic, and grading issues, and both the listening and physical settings. Curricular modifications may involve the classroom structure, rapport and affect, the instructional format and language, the lesson format and materials, comprehension monitoring, activity and assignment completion, and placement choices. Professionals should work cooperatively to make and monitor changes.

Importance Of Quality Control in Reducing System Risk, a Lesson Learned From The Shuttle and a Recommendation for Future Launch Vehicles

NASA Technical Reports Server (NTRS)

Safie, Fayssal M.; Messer, Bradley P.

2006-01-01

This paper presents lessons learned from the Space Shuttle return to flight experience and the importance of these lessons learned in the development of new the NASA Crew Launch Vehicle (CLV). Specifically, the paper discusses the relationship between process control and system risk, and the importance of process control in improving space vehicle flight safety. It uses the External Tank (ET) Thermal Protection System (TPS) experience and lessons learned from the redesign and process enhancement activities performed in preparation for Return to Flight after the Columbia accident. The paper also, discusses in some details, the Probabilistic engineering physics based risk assessment performed by the Shuttle program to evaluate the impact of TPS failure on system risk and the application of the methodology to the CLV.

Developing a Framework for Classroom Lesson Delivery to Improve English Teachers' Performance in the Foundation Year Programme at a Saudi University

ERIC Educational Resources Information Center

Aburizaizah, Saeed J.

2014-01-01

The current English programme provided to foundation year students at King Abdulaziz University is failing to equip learners with the desired level of English language. This paper assesses the teaching materials and proposes a teaching framework to improve teachers' lesson delivery. The framework was designed to overcome some of the shortfalls in…

Learning from Experience Case Studies of the Hyper-X Project

NASA Technical Reports Server (NTRS)

Peebles, Curtis

2009-01-01

The Hyper-X project (X-43A) provides a number of "lessons learned" which can be applied to other aerospace project. The specific areas examined were the selection of the goals of the Hyper-X. How the technical unknowns and assumptions were handled. The final lesson was the ambiguous nature of risk assessment, and how trying to remove a technical unknown can have unintended consequences.

A Study of the Validity and Reliability of a Mathematics Lesson Attitude Scale and Student Attitudes

ERIC Educational Resources Information Center

Tezer, Murat; Ozcan, Deniz

2015-01-01

Attitudes of the students towards mathematics lessons are very important in terms of their success and motivation. The purpose of this study is to develop a scale for the assessment of primary school students' attitudes towards mathematics courses in the 2nd and 3rd grades, to analyse its validity-reliability structure and to determine the…

A vulnerability and risk assessment of SEPTA's regional rail : a transit climate change adaptation assessment pilot.

DOT National Transportation Integrated Search

2013-08-01

This final report for the Federal Transit Administration (FTA) Transit Climate Change Adaptation Assessment Pilot describes the actions : taken, information gathered, analyses performed, and lessons learned throughout the pilot project. This report d...

Through a New Lens: Assessing International Learning at Portland State University

ERIC Educational Resources Information Center

Carter, Duncan; Latz, Gil; Thornton, Patricia M.

2010-01-01

Portland State University participated in Lessons Learned in Assessing International Learning hoping to generate new knowledge about how international learning might be assessed. Though attention was focused on developing and testing particular instruments for assessment, several highly tentative inferences about international learning itself,…

Lessons Learned From an Epidemiologist-Led Countywide Community Assessment for Public Health Emergency Response (CASPER) in Oregon.

PubMed

Repp, Kimberly K; Hawes, Eva; Rees, Kathleen J; Vorderstrasse, Beth; Mohnkern, Sue

2018-06-07

Conducting a large-scale Community Assessment for Public Health Emergency Response (CASPER) in a geographically and linguistically diverse county presents significant methodological challenges that require advance planning. The Centers for Disease Control and Prevention (CDC) has adapted methodology and provided a toolkit for a rapid needs assessment after a disaster. The assessment provides representative data of the sampling frame to help guide effective distribution of resources. This article describes methodological considerations and lessons learned from a CASPER exercise conducted by Washington County Public Health in June 2016 to assess community emergency preparedness. The CDC's CASPER toolkit provides detailed guidance for exercises in urban areas where city blocks are well defined with many single family homes. Converting the exercise to include rural areas with challenging geographical terrain, including accessing homes without public roads, required considerable adjustments in planning. Adequate preparations for vulnerable populations with English linguistic barriers required additional significant resources. Lessons learned are presented from the first countywide CASPER exercise in Oregon. Approximately 61% of interviews were completed, and 85% of volunteers reported they would participate in another CASPER exercise. Results from the emergency preparedness survey will be presented elsewhere. This experience indicates the most important considerations for conducting a CASPER exercise are oversampling clusters, overrecruiting volunteers, anticipating the actual cost of staff time, and ensuring timely language services are available during the event.

How prevention curricula are taught under real-world conditions

PubMed Central

Miller-Day, Michelle; Pettigrew, Jonathan; Hecht, Michael L.; Shin, YoungJu; Graham, John; Krieger, Janice

2015-01-01

Purpose As interventions are disseminated widely, issues of fidelity and adaptation become increasingly critical to understand. This study aims to describe the types of adaptations made by teachers delivering a school-based substance use prevention curriculum and their reasons for adapting program content. Design/methodology/approach To determine the degree to which implementers adhere to a prevention curriculum, naturally adapt the curriculum, and the reasons implementers give for making adaptations, the study examined lesson adaptations made by the 31 teachers who implemented the keepin' it REAL drug prevention curriculum in 7th grade classrooms (n = 25 schools). Data were collected from teacher self-reports after each lesson and observer coding of videotaped lessons. From the total sample, 276 lesson videos were randomly selected for observational analysis. Findings Teachers self-reported adapting more than 68 percent of prevention lessons, while independent observers reported more than 97 percent of the observed lessons were adapted in some way. Types of adaptations included: altering the delivery of the lesson by revising the delivery timetable or delivery context; changing content of the lesson by removing, partially covering, revising, or adding content; and altering the designated format of the lesson (such as assigning small group activities to students as individual work). Reasons for adaptation included responding to constraints (time, institutional, personal, and technical), and responding to student needs (students' abilities to process curriculum content, to enhance student engagement with material). Research limitations/implications The study sample was limited to rural schools in the US mid-Atlantic; however, the results suggest that if programs are to be effectively implemented, program developers need a better understanding of the types of adaptations and reasons implementers provide for adapting curricula. Practical implications These descriptive data suggest that prevention curricula be developed in shorter teaching modules, developers reconsider the usefulness of homework, and implementer training and ongoing support might benefit from more attention to different implementation styles. Originality/value With nearly half of US public schools implementing some form of evidence-based substance use prevention program, issues of implementation fidelity and adaptation have become paramount in the field of prevention. The findings from this study reveal the complexity of the types of adaptations teachers make naturally in the classroom to evidence-based curricula and provide reasons for these adaptations. This information should prove useful for prevention researchers, program developers, and health educators alike. PMID:26290626

Design and Evaluation of a Cross-Cultural Training System

NASA Technical Reports Server (NTRS)

Santarelli, Thomas; Stagl, Kevin C.

2011-01-01

Cross-cultural competency, and the underlying communication and affective skills required to develop such expertise, is becoming increasingly important for a wide variety of domains. To address this need, we developed a blended learning platform which combines virtual role-play with tutorials, assessment and feedback. A Middle-Eastern Curriculum (MEC) exemplar for cross-cultural training U.S. military personnel was developed to guide the refinement of an existing game-based training platform. To complement this curriculum, we developed scenario authoring tools to enable end-users to define training objectives, link performance measures and feedback/remediation to these objectives, and deploy experiential scenarios within a game-based virtual environment (VE). Lessons learned from the design and development of this exemplar cross-cultural competency curriculum, as well as formative evaluation results, are discussed. Initial findings suggest that the underlying training technology promotes deep levels of semantic processing of the key information of relevant cultural and communication skills.

Physically active academic lessons and time on task: the moderating effect of body mass index.

PubMed

Grieco, Lauren A; Jowers, Esbelle M; Bartholomew, John B

2009-10-01

Physically active classroom lessons have been found to increase on-task behavior in children. Given that physical activity has been associated with an increased time on task (TOT) and that overweight children take fewer steps than normal weight children do, it was expected that benefits of the physical activity would differentially impact those children of higher weight status. To examine the effects of a physically active classroom lesson and body mass index (BMI) category on TOT in a sample of elementary-aged children (N = 97). Behavior was assessed through direct observations before and after a physically active classroom lesson and before and after a traditional inactive classroom lesson. TOT was calculated through momentary time sampling for each student by dividing the number of on-task observations by the total number of observations per student (interrater reliability = 94%). TOT decreased significantly from before to after the lesson for all BMI categories in the inactive control condition, with no change for the active condition. Post hoc analyses found a significant linear effect for the reduction in TOT with each level of BMI in the inactive condition, with the greatest magnitude of effect for the overweight group. Physically active classroom lessons provide a buffer to prevent the steep reduction in TOT experienced after a period of inactivity in all children, especially those who are overweight.

Improving the redistribution of the security lessons in healthcare: An evaluation of the Generic Security Template.

PubMed

He, Ying; Johnson, Chris

2015-11-01

The recurrence of past security breaches in healthcare showed that lessons had not been effectively learned across different healthcare organisations. Recent studies have identified the need to improve learning from incidents and to share security knowledge to prevent future attacks. Generic Security Templates (GSTs) have been proposed to facilitate this knowledge transfer. The objective of this paper is to evaluate whether potential users in healthcare organisations can exploit the GST technique to share lessons learned from security incidents. We conducted a series of case studies to evaluate GSTs. In particular, we used a GST for a security incident in the US Veterans' Affairs Administration to explore whether security lessons could be applied in a very different Chinese healthcare organisation. The results showed that Chinese security professional accepted the use of GSTs and that cyber security lessons could be transferred to a Chinese healthcare organisation using this approach. The users also identified the weaknesses and strengths of GSTs, providing suggestions for future improvements. Generic Security Templates can be used to redistribute lessons learned from security incidents. Sharing cyber security lessons helps organisations consider their own practices and assess whether applicable security standards address concerns raised in previous breaches in other countries. The experience gained from this study provides the basis for future work in conducting similar studies in other healthcare organisations. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Effects of an Internet-Based Cognitive Behavioral Therapy (iCBT) Program in Manga Format on Improving Subthreshold Depressive Symptoms among Healthy Workers: A Randomized Controlled Trial

PubMed Central

Imamura, Kotaro; Kawakami, Norito; Furukawa, Toshi A.; Matsuyama, Yutaka; Shimazu, Akihito; Umanodan, Rino; Kawakami, Sonoko; Kasai, Kiyoto

2014-01-01

Objective The purpose of this study was to develop a new Internet-based computerized cognitive behavior therapy (iCBT) program in Manga format, the Japanese cartoon, for workers and to examine the effects of the iCBT program on improving subthreshold depression using a randomized controlled trial (RCT) design among workers employed in private companies in Japan. Method All workers in a company (n = 290) and all workers in three departments (n = 1,500) at the headquarters of another large company were recruited by an invitation e-mail. Participants who fulfilled the inclusion criteria were randomly allocated to intervention or control groups (N = 381 for each group). A six-week, six-lesson iCBT program using Manga (Japanese comic) story was developed. The program included several CBT skills: self-monitoring, cognitive restructuring, assertiveness, problem solving, and relaxation. The intervention group studied the iCBT program at a frequency of one lesson per week. Depression (Beck Depression Inventory II; BDI-II) was assessed as a primary outcome at baseline, and three- and six-month follow-ups for both intervention and control groups were performed. Results The iCBT program showed a significant intervention effect on BDI-II (t = −1.99, p<0.05) with small effect sizes (Cohen's d: −0.16, 95% Confidence Interval: −0.32 to 0.00, at six-month follow-up). Conclusions The present study first demonstrated that a computerized cognitive behavior therapy delivered via the Internet was effective in improving depression in the general working population. It seems critical to improve program involvement of participants in order to enhance the effect size of an iCBT program. Trial Registration UMIN Clinical Trials Registry UMIN000006210 PMID:24844530

Development and Implementation of Culturally Tailored Offline Mobile Health Surveys.

PubMed

McIntosh, Scott; Pérez-Ramos, José; Demment, Margaret M; Vélez Vega, Carmen; Avendaño, Esteban; Ossip, Deborah J; Dye, Timothy D

2016-06-02

In low and middle income countries (LMICs), and other areas with low resources and unreliable access to the Internet, understanding the emerging best practices for the implementation of new mobile health (mHealth) technologies is needed for efficient and secure data management and for informing public health researchers. Innovations in mHealth technology can improve on previous methods, and dissemination of project development details and lessons learned during implementation are needed to provide lessons learned to stakeholders in both the United States and LMIC settings. The aims of this paper are to share implementation strategies and lessons learned from the development and implementation stages of two survey research projects using offline mobile technology, and to inform and prepare public health researchers and practitioners to implement new mobile technologies in survey research projects in LMICs. In 2015, two survey research projects were developed and piloted in Puerto Rico and pre-tested in Costa Rica to collect face-to-face data, get formative evaluation feedback, and to test the feasibility of an offline mobile data collection process. Fieldwork in each setting involved survey development, back translation with cultural tailoring, ethical review and approvals, data collector training, and piloting survey implementation on mobile tablets. Critical processes and workflows for survey research projects in low resource settings were identified and implemented. This included developing a secure mobile data platform tailored to each survey, establishing user accessibility, and training and eliciting feedback from data collectors and on-site LMIC project partners. Formative and process evaluation strategies are necessary and useful for the development and implementation of survey research projects using emerging mHealth technologies in LMICs and other low resource settings. Lessons learned include: (1) plan institutional review board (IRB) approvals in multiple countries carefully to allow for development, implementation, and feedback, (2) in addition to testing the content of survey instruments, allow time and consideration for testing the use of novel mHealth technology (hardware and software), (3) incorporate training for and feedback from project staff, LMIC partner staff, and research participants, and (4) change methods accordingly, including content, as mHealth technology usage influences and is influenced by the content and structure of the survey instrument. Lessons learned from early phases of LMIC research projects using emerging mHealth technologies are critical for informing subsequent research methods and study designs.

Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

ERIC Educational Resources Information Center

Belanger, Jackie; Zou, Ning; Mills, Jenny Rushing; Holmes, Claire; Oakleaf, Megan

2015-01-01

Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a…

Making the Most of Interim Assessment Data. Lessons from Philadelphia

ERIC Educational Resources Information Center

Christman, Jolley Bruce; Neild, Ruth Curran; Bulkley, Katrina; Blanc, Suzanne; Liu, Roseann; Mitchell, Cecily; Travers, Eva

2009-01-01

Under No Child Left Behind, urban school districts have increasingly turned to interim assessments, administered at regular intervals, to help gauge student progress in advance of annual state exams. These assessments have spawned growing debate among educators, assessment experts, and the testing industry: are they worth the significant…

Implementing Assessment in an Outcome-Based Marketing Curriculum

ERIC Educational Resources Information Center

Borin, Norm; Metcalf, Lynn E.; Tietje, Brian C.

2008-01-01

This article describes the development and implementation of assessment in a new outcome-based marketing curriculum that was developed using a zero-based approach. Outcomes for the marketing curriculum were specified at the program, department, course, and lesson levels. Direct embedded assessments as well as indirect assessment methods were used…

Supporting Assessment in Undergraduate Mathematics

ERIC Educational Resources Information Center

Steen, Lynn Arthur, Ed.

2006-01-01

This publication contains 29 case studies offering lessons learned during a four year NSF-supported MAA project designed to support mathematicians and mathematics departments in the increasingly important challenge of assessing student learning. Three introductory essays set assessment in broader academic and national contexts; an appendix…

NATIONAL HUMAN EXPOSURE ASSESSMENT SURVEY (NHEXAS): OPPORTUNITIES AND LESSONS LEARNED

EPA Science Inventory

The National Human Exposure Assessment Survey (NHEXAS) in its fullest sense is a conceptual design, which upon implementation, will have long-term implications to exposure research and assessment. The ultimate goal is to document national distribution of human exposure to pote...

Testing the Limits of Politeness: Youth Group Talk in a Community Organization.

ERIC Educational Resources Information Center

Pazey, Barbara

This paper builds on previous work which analyzed ways of speaking, the use of space, and relationship formation in the work and play of organizations, in order to determine how youth develop a sense of self, empowerment, and persistence. Examined here are the speech interactions taken from three teaching lessons involving youth and youth leaders…

Health Education in Elementary Schools. Curriculum Bulletin, 1969-70 Series. Number 2.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

This publication serves as a basic instrument for health instruction in the elementary grades. It has been designed for adaptation in meeting the differing needs of New York City pupils. The format of the bulletin enables the teacher to plan specific lessons with health learning supplemented by recommended pupil activities through a basic set up…

Materials taking a lesson from nature.

PubMed

Tian, Liangfei; Croisier, Emmanuel; Frauenrath, Holger

2013-01-01

Structural biomaterials with their often extraordinary properties and versatile functions are typically constructed from very limited sets of building blocks and types of supramolecular interactions. In this review we discuss how, inspired by nature's design principles for protein-based materials, oligopeptide-modified polymers can be used as a versatile toolbox to program nanostructure and hierarchical structure formation in synthetic materials.

Pagan Biology at the Halloween Hop

ERIC Educational Resources Information Center

Lock, Roger

2011-01-01

Send your pupils into the autumn term half-term holiday with a task that requires them to explore more about the biology associated with Halloween. This article offers a fun approach, with a pub quiz format based on bats, skeletons, pumpkins and witches, that is suitable for lessons following the end-of-topic test, for STEM clubs or for PTA…

Ewe (for Togo). Special Skills Handbook. Peace Corps Language Handbook Series.

ERIC Educational Resources Information Center

Kozelka, Paul R., Comp.; Agbovi, Yao Ete, Comp.

A book of language and cultural material for teachers and students of Ewe presents vocabulary lists and samples of Ewe language in various contexts, including letters, essays, and newspaper articles. Although not presented in lesson format, the material can be adapted by teachers or used by students for independent study. It is divided into two…

A Study of the Effects of Verbalization on Concept Formation in Mathematics.

ERIC Educational Resources Information Center

Albig, David L.

The purpose of the study was to investigate the hypothesis that requiring a student to verbalize a newly discovered mathematical concept interferes with his ability to use that concept. Five semi-programmed lessons (dealing with function machines, exponents, marker games, geometry, and One Pile Nim) were prepared and taught to a random selection…

The Inquiry Flame: Scaffolding for Scientific Inquiry through Experimental Design

ERIC Educational Resources Information Center

Pardo, Richard; Parker, Jennifer

2010-01-01

In the lesson presented in this article, students learn to organize their thinking and design their own inquiry experiments through careful observation of an object, situation, or event. They then conduct these experiments and report their findings in a lab report, poster, trifold board, slide, or video that follows the typical format of the…

Clash of the Titans

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2010-01-01

WebQuests and the 5E learning cycle are titans of the science classroom. These popular inquiry-based strategies are most often used as separate entities, but the author has discovered that using a combined WebQuest and 5E learning cycle format taps into the inherent power and potential of both strategies. In the lesson, "Clash of the Titans,"…

Emerging Themes and Lessons Learned: The First Year of Smart Start.

ERIC Educational Resources Information Center

Maxwell, Kelly; Bryant, Donna; Adkins, Amee; McCadden, Brian; Noblit, George

Smart Start is North Carolina's partnership between state government and local leaders, service providers, and families to better serve children under 6 years of age and their families. A formative evaluation of the Smart Start process, to inform the current state-level decision-making processes for future Smart Start efforts, was devised from a…

Diagnostics of Pupils' Meta-Subject Competence during Lessons on Mathematics in Secondary Schools

ERIC Educational Resources Information Center

Khuziakhmetova, Anvar N.; Naumova, Marina V.

2016-01-01

The relevance of diagnostic meta-subject competence measures in secondary schools is caused by the fact that the importance of a meta-subject competence formation was officially defined in educational standards, but there are still no qualitative and informative diagnostic tools for this competence development. The purpose of the article is to…

Solar Radiation: Harnessing the Power

ERIC Educational Resources Information Center

Rowland, Teri; Chambers, Lin; Holzer, Missy; Moore, Susan

2009-01-01

My NASA Data (Chambers et al. 2008) is a teaching tool available on NASA's website that offers microsets of real data in an easily accessible, user-friendly format. In this article, the authors describe a lesson plan based on an activity from My NASA Data, in which students explore parts of the United States where they would want to live if they…

Drawing from the Well. Oral History and Folk Arts in the Classroom and Community.

ERIC Educational Resources Information Center

Silnutzer, Randi, Ed.; Watrous, Beth Eildin, Ed.

Each chapter of this document describes a different project and approach for introducing students (elementary to high school) to oral history and folk arts. All chapters use a standard format in which a general overview of the project, describing themes, philosophies, and methods are followed by sample lesson plans, teacher guidelines, and student…

Principles of Safety in Physical Education and Sport. Revised Edition.

ERIC Educational Resources Information Center

Dougherty, Neil J., IV, Ed.

The purpose of this book is to assist physical education teachers in the development and implementation of a safe and well-balanced program of activities and to provide students with information about safe participation in common sports. Using a checklist format, information is presented to facilitate the development of unit and lesson plans. The…

Rhetorical Construction of Cells in Science and in a Science Classroom.

ERIC Educational Resources Information Center

Tsatsarelis, Charalampos; Ogborn, Jon; Jewitt, Carey; Kress, Gunther

2001-01-01

Discusses the process of the construction of entities following a social semiotic approach that enables the use of new analytical tools and describes the rhetoric used in construction. Based on an analysis of the historical formation of the notion of cells by scientists, and analysis of a lesson on the microscopic observation of onion cells.…

Evaluation of a District-wide Inservice Professional Development Program for Teaching Science: Challenges Faced and Lessons Learned.

ERIC Educational Resources Information Center

Dass, Pradeep Maxwell

1999-01-01

Nationwide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. Discusses a formative evaluation of the implementation of the Collier Chautauqua Program (CCP) which focuses on teacher enhancement resulting from participation in…

Evaluation of a District-Wide Inservice Professional Development Program for Science Teachers: Challenges Faced and Lessons Learned.

ERIC Educational Resources Information Center

Dass, Pradeep Maxwell

Nation-wide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. The Collier Chautauqua Program (CCP) implemented the Iowa Chautauqua model at the district level in Collier County, Florida. A formative evaluation of the…

Oceanic Circulation. A Programmed Unit of Instruction.

ERIC Educational Resources Information Center

Marine Maritime Academy, Castine.

This booklet contains a programmed lesson on oceanic circulation. It is designed to allow students to progress through the subject at their own speed. Since it is written in linear format, it is suggested that students proceed through the program from "frame" to succeeding "frame." Instructions for students on how to use the booklet are included.…

The Impact of Evaluation: Lessons Drawn from the Evaluations of Five Early Childhood Education Programs.

ERIC Educational Resources Information Center

Granville, Arthur C.; And Others

Five different program evaluations were described to indicate those qualities which make an evaluation effective or not effective. Evaluation effectiveness was defined as impact on decision making or long-term policy formation, and influence upon a variety of audiences. Robert D. Matz described the First Chance Project, and concluded that the…

Metalworking. A Bilingual Text = Trabajo en Metal. Un Texto Bilingue.

ERIC Educational Resources Information Center

Los Angeles Unified School District, CA. Div. of Career and Continuing Education.

This booklet is a course of instruction in metal working in a two-column, English-Spanish format. Following an introduction to metal working and a lesson on safety, the booklet contains 17 units organized in 2 parts. Part 1, bench metal work, covers metals, processes, and tools; cutting; filling; drilling; grinding; bending and shaping; threading;…

Russian Students' Participation in and Perceptions of a Season of Sport Education

ERIC Educational Resources Information Center

Hastie, Peter A.; Sinelnikov, Oleg A.

2006-01-01

This study examined the participation and perceptions of a cohort of sixth-grade Russian students as they participated in a season of basketball that followed a Sport Education format. Thirty-seven students from two classes completed 18-lesson seasons. Throughout the initial skills practice sessions and practice games, as well as the formal…

Comparative Analysis of U.S. and Danish Army Leader Development Strategies

DTIC Science & Technology

2012-06-08

Individualism (vs. Collectivism). (74) Is the society’s emphasis on the group ( collectivist ) or on the individual ( individualist ). Low characteristics...and tools to draw lessons learned for the Danish Armed Forces and the Danish Army in particular. Subsequently, the thesis applies a cultural ... cultural applicability test to assess whether the identified lessons learned from the U.S. Army Leader Development Strategy are applicable in a Danish

Predicting Student Grade Based on Free-Style Comments Using Word2Vec and ANN by Considering Prediction Results Obtained in Consecutive Lessons

ERIC Educational Resources Information Center

Luo, Jingyi; Sorour, Shaymaa E.; Goda, Kazumasa; Mine, Tsunenori

2015-01-01

Continuously tracking students during a whole semester plays a vital role to enable a teacher to grasp their learning situation, attitude and motivation. It also helps to give correct assessment and useful feedback to them. To this end, we ask students to write their comments just after each lesson, because student comments reflect their learning…

Designing to Sample the Unknown: Lessons from OSIRIS-REx Project Systems Engineering

NASA Technical Reports Server (NTRS)

Everett, David; Mink, Ronald; Linn, Timothy; Wood, Joshua

2017-01-01

On September 8, 2016, the third NASA New Frontiers mission launched on an Atlas V 411. The Origins, Spectral Interpretation, Resource Identification, Security-Regolith Explorer (OSIRIS-REx) will rendezvous with asteroid Bennu in 2018, collect a sample in 2020, and return that sample to Earth in September 2023. The development team has overcome a number of challenges in order to design and build a system that will make contact with an unexplored, airless, low-gravity body. This paper will provide an overview of the mission, then focus in on the system-level challenges and some of the key system-level processes. Some of the lessons here are unique to the type of mission, like discussion of operating at a largely-unknown, low-gravity object. Other lessons, particularly from the build phase, have broad implications. The OSIRIS-REx risk management process was particularly effective in achieving an on-time and under-budget development effort. The systematic requirements management and verification and the system validation also helped identify numerous potential problems. The final assessment of the OSIRIS-REx performance will need to wait until the sample is returned in 2023, but this post-launch assessment will capture some of the key systems-engineering lessons from the development team.

Post-earthquake building safety inspection: Lessons from the Canterbury, New Zealand, earthquakes

USGS Publications Warehouse

Marshall, J.; Jaiswal, Kishor; Gould, N.; Turner, F.; Lizundia, B.; Barnes, J.

2013-01-01

The authors discuss some of the unique aspects and lessons of the New Zealand post-earthquake building safety inspection program that was implemented following the Canterbury earthquake sequence of 2010–2011. The post-event safety assessment program was one of the largest and longest programs undertaken in recent times anywhere in the world. The effort engaged hundreds of engineering professionals throughout the country, and also sought expertise from outside, to perform post-earthquake structural safety inspections of more than 100,000 buildings in the city of Christchurch and the surrounding suburbs. While the building safety inspection procedure implemented was analogous to the ATC 20 program in the United States, many modifications were proposed and implemented in order to assess the large number of buildings that were subjected to strong and variable shaking during a period of two years. This note discusses some of the key aspects of the post-earthquake building safety inspection program and summarizes important lessons that can improve future earthquake response.

Impact of interactive school-based media literacy lessons for reducing internalization of media ideals in young adolescent girls and boys.

PubMed

Wilksch, Simon M; Tiggemann, Marika; Wade, Tracey D

2006-07-01

The primary objective of the current study was to examine the efficacy of single media literacy lessons in reducing media internalization in young adolescents. Eleven classes of 237 students (100 girls and 137 boys; mean age = 13.79 years, SD = .42) randomly received 1 of 6 lessons. Eating disorder risk factors were assessed at baseline, and the Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) was used to assess media internalization postintervention. At postintervention, boys had significantly lower SATAQ-3 scores on 4 of the 5 subscales (effect sizes = .42-.71), whereas girls had significantly lower scores on 1 subscale (effect size = .54). Higher baseline levels of dietary restraint, magazines bought/read, and perceived sociocultural pressure predicted smaller reductions in boys' scores, whereas depression predicted smaller reductions in girls' scores. The current study provides support that boys be included in eating disorder prevention programs and that media literacy may represent a promising prevention approach.

Methods used and lessons learnt in conducting document reviews of medical and allied health curricula - a key step in curriculum evaluation.

PubMed

Rohwer, Anke; Schoonees, Anel; Young, Taryn

2014-11-02

This paper describes the process, our experience and the lessons learnt in doing document reviews of health science curricula. Since we could not find relevant literature to guide us on how to approach these reviews, we feel that sharing our experience would benefit researchers embarking on similar projects. We followed a rigorous, transparent, pre-specified approach that included the preparation of a protocol, a pre-piloted data extraction form and coding schedule. Data were extracted, analysed and synthesised. Quality checks were included at all stages of the process. The main lessons we learnt related to time and project management, continuous quality assurance, selecting the software that meets the needs of the project, involving experts as needed and disseminating the findings to relevant stakeholders. A complete curriculum evaluation comprises, apart from a document review, interviews with students and lecturers to assess the learnt and taught curricula respectively. Rigorous methods must be used to ensure an objective assessment.

Promoting Experimental Problem-solving Ability in Sixth-grade Students Through Problem-oriented Teaching of Ecology: Findings of an intervention study in a complex domain

NASA Astrophysics Data System (ADS)

Roesch, Frank; Nerb, Josef; Riess, Werner

2015-03-01

Our study investigated whether problem-oriented designed ecology lessons with phases of direct instruction and of open experimentation foster the development of cross-domain and domain-specific components of experimental problem-solving ability better than conventional lessons in science. We used a paper-and-pencil test to assess students' abilities in a quasi-experimental intervention study utilizing a pretest/posttest control-group design (N = 340; average performing sixth-grade students). The treatment group received lessons on forest ecosystems consistent with the principle of education for sustainable development. This learning environment was expected to help students enhance their ecological knowledge and their theoretical and methodological experimental competencies. Two control groups received either the teachers' usual lessons on forest ecosystems or non-specific lessons on other science topics. We found that the treatment promoted specific components of experimental problem-solving ability (generating epistemic questions, planning two-factorial experiments, and identifying correct experimental controls). However, the observed effects were small, and awareness for aspects of higher ecological experimental validity was not promoted by the treatment.

Assessing the Needs of Adults for Continuing Education: A Model.

ERIC Educational Resources Information Center

Moore, Donald E., Jr.

1980-01-01

Reviews the needs assessment studies described in this journal issue. Concludes that (1) lessons from completed needs assessments can help continuing education practitioners plan and conduct future studies, and (2) a rational, need-reduction, decision-making approach can improve continuing education programs. (CT)

Evaluation of the phosphorus site assessment tools:lessons from the U.S.

USDA-ARS?s Scientific Manuscript database

Freshwater eutrophication is generally limited or accelerated by phosphorus (P) inputs, with agriculture considered a contributor along with point sources. To help assess the impairments, NRCS incorporated the P Indexing risk assessment tool into the 590 Nutrient Management Conservation Practice St...

FROM ASSESSMENT TO POLICY--LESSONS LEARNED FROM THE U.S. NATIONAL ASSESSMENT (Journal Article)

EPA Science Inventory

The process of translating scientific information into timely and useful insights that inform policy and resource management decisions, despite the existence of uncertainties, is a difficult and challenging task. Policy-focused assessment is one approach to achieving this end. ...

FROM ASSESSMENT TO POLICY: LESSONS LEARNED FROM THE U.S. NATIONAL ASSESSMENT

EPA Science Inventory

The process of translating scientific information into timely and useful insights that inform policy and resource management decisions, despite the existence of uncertainties, is a difficult and challenging task. Policy-focused assessment is one approach to achieving this end. I...

Classroom Assessment in Japanese Mathematics Education.

ERIC Educational Resources Information Center

Nagasaki, Eizo; Becker, Jerry P.

In Japan, assessment in classroom teaching cannot be considered apart from classroom lessons. This paper describes typical mathematics classroom situations and some of the developments in classroom assessment underway in Japan. The first section of the paper discusses classroom teaching, including whole-class instruction, discussion, objectives,…

Universities Reaching Outwards: Science Education Partnerships with Urban School Systems

NASA Astrophysics Data System (ADS)

Sandifer, Cody

2013-03-01

The goals of this talk are to: (1) describe how universities, physics departments, and individual faculty can partner with urban school systems to benefit K-16 students, teacher education programs, and university instructors, (2) summarize research on effective university-school system education partnerships, and (3) offer advice and share lessons learned so that university partners can avoid common pitfalls and maximize the potential for collaborative success. Possible areas of university-school collaboration include resident teachers, curricular review, early teaching experiences, demo sharing sessions, ongoing professional development, on- and off-campus science outreach, RET programs, science education resource centers, and others. University-school educational partnerships offer numerous benefits but can be challenging to implement and maintain. Research shows that most successful partnerships possess the following characteristics: mutual self-interest, participant commitment, mutual trust and respect, shared decision-making, information sharing, and ongoing evaluation. K-16 course and curriculum redesign is a specific issue that has its own unique set of contextual factors that impact the project's chance at success, including available materials, administrative support, formative assessments, pilot-testing and instructor feedback, and ongoing professional development. I have learned a number of lessons in own science education collaborations with the Baltimore City Public School System, which is an urban school system with 200 schools, 84,000 students, and 10,700 teachers and administrators. These lessons pertain to: communication, administrative power, and the structure of the school system; relevant contextual factors in the university and K-12 schools; and good old-fashioned common sense.Specific advice on K-16 science education partnerships will be provided to help universities increase student and instructor satisfaction with their physics and teacher education programs, maintain a positive and mutually beneficial relationship with local schools, and improve science education at all levels of instruction. Common sense is encouraged, but not required, to attend the invited talk.

Lessons Learned from a Decade of Serving Data to Students and the Public

NASA Astrophysics Data System (ADS)

Chambers, L. H.; Martin, A. M.; Riebeek, H.; Jackson, R.

2015-12-01

NASA holds petabytes of Earth science data from a fleet of satellites going back decades. While these data can be invaluable for use in STEM education and communication (E/C), the simple fact that the archive is public is not enough. The key to successful use is to provide technological tools in strategic combination with best practices to meet the needs of various audiences. Students and teachers need access points that are specifically tailored to meet the technology resources in the classroom; citizen scientists need to feel a connection to NASA, easy-to-use technological interfaces, and are motivated by contributing to real research activities; the general public needs short, focused, easily digested tidbits. NASA's Earth science E/C teams have developed strategies combining audience knowledge with new technical capabilities through programs like MY NASA DATA, S'COOL, Earth Observatory, Giovanni, climate.gov, etc. The capability to offer a range of resources targeted to specific audience needs has advanced along several fronts over the last decade through use of the following key strategies: Regularly publishing articles, fact sheets and image captions written with greater detail than media releases to connect basic science concepts with current NASA research. Providing for differing levels of engagement, with basic, intermediate and advanced data access tools as well as lesson plans for grades K-2 through high school. Facilitating the important scientific process of asking questions once students are actively engaged though exploration and manipulation of current Earth data delivered through desktop and mobile apps.. Providing curated data sets that students can more easily interpret. Assessing users' needs through ongoing formative evaluation. Using Analytics to make data-driven decisions about technologies and approaches. We will survey the range of approaches to enabling data use for STEM E/C and will share some of the key lessons learned.

Alkaptonuria: An example of a "fundamental disease"--A rare disease with important lessons for more common disorders.

PubMed

Gallagher, James A; Dillon, Jane P; Sireau, Nicolas; Timmis, Oliver; Ranganath, Lakshminarayan R

2016-04-01

"Fundamental diseases" is a term introduced by the charity Findacure to describe rare genetic disorders that are gateways to understanding common conditions and human physiology. The concept that rare diseases have important lessons for biomedical science has been recognised by some of the great figures in the history of medical research, including Harvey, Bateson and Garrod. Here we describe some of the recently discovered lessons from the study of the iconic genetic disease alkaptonuria (AKU), which have shed new light on understanding the pathogenesis of osteoarthritis. In AKU, ochronotic pigment is deposited in cartilage when collagen fibrils become susceptible to attack by homogentisic acid (HGA). When HGA binds to collagen, cartilage matrix becomes stiffened, resulting in the aberrant transmission of loading to underlying subchondral bone. Aberrant loading leads to the formation of pathophysiological structures including trabecular excrescences and high density mineralised protrusions (HDMPs). These structures initially identified in AKU have subsequently been found in more common osteoarthritis and appear to play a role in joint destruction in both diseases. Copyright © 2016 Elsevier Ltd. All rights reserved.

Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson.

PubMed

Lyons, Emily McLaughlin; Simms, Nina; Begolli, Kreshnik N; Richland, Lindsey E

2018-03-01

Stereotype threat-a situational context in which individuals are concerned about confirming a negative stereotype-is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth-grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated. Copyright © 2017 Cognitive Science Society, Inc.

Patients' views of receiving lessons in the Alexander technique and an exercise prescription for managing back pain in the ATEAM trial.

PubMed

Yardley, Lucy; Dennison, Laura; Coker, Rebecca; Webley, Frances; Middleton, Karen; Barnett, Jane; Beattie, Angela; Evans, Maggie; Smith, Peter; Little, Paul

2010-04-01

Lessons in the Alexander Technique and exercise prescription proved effective for managing low back pain in primary care in a clinical trial. To understand trial participants' expectations and experiences of the Alexander Technique and exercise prescription. A questionnaire assessing attitudes to the intervention, based on the Theory of Planned Behaviour, was completed at baseline and 3-month follow-up by 183 people assigned to lessons in the Alexander Technique and 176 people assigned to exercise prescription. Semi-structured interviews to assess the beliefs contributing to attitudes to the intervention were carried out at baseline with14 people assigned to the lessons in the Alexander Technique and 16 to exercise prescription, and at follow-up with 15 members of the baseline sample. Questionnaire responses indicated that attitudes to both interventions were positive at baseline but became more positive at follow-up only in those assigned to lessons in the Alexander Technique. Thematic analysis of the interviews suggested that at follow-up many patients who had learned the Alexander Technique felt they could manage back pain better. Whereas many obstacles to exercising were reported, few barriers to learning the Alexander Technique were described, since it 'made sense', could be practiced while carrying out everyday activities or relaxing, and the teachers provided personal advice and support. Using the Alexander Technique was viewed as effective by most patients. Acceptability may have been superior to exercise because of a convincing rationale and social support and a better perceived fit with the patient's particular symptoms and lifestyle.

The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge

NASA Astrophysics Data System (ADS)

Juhler, Martin Vogt

2016-08-01

Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics lesson. Two means of intervention were introduced. The first was lesson study, which is a method for planning, carrying out and reflecting on a research lesson in detail with a learner and content-centered focus. This was used in combination with a second means, content representations, which is a systematic tool that connects overall teaching aims with pedagogical prompts. Changes in teaching were assessed through the construct of pedagogical content knowledge (PCK). A deductive coding analysis was carried out for this purpose. Transcripts of pre-service teachers' planning of a Physics lesson were coded into four main PCK categories, which were thereafter divided into 16 PCK sub-categories. The results showed that the intervention affected the pre-service teachers' potential to start developing PCK. First, they focused much more on categories concerning the learners. Second, they focused far more uniformly in all of the four main categories comprising PCK. Consequently, these differences could affect their potential to start developing PCK.

Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 29, Issue 6, November-December 2017

ERIC Educational Resources Information Center

Hundley, Stephen P., Ed.

2017-01-01

This issue of "Assessment Update" presents the following articles: (1) Lessons Learned: Graduate Student Assessment (Michael Cherry and Lesley Page); (2) Assessing the Assessor: A Response to Fulcher and Bashkov's "Do We Practice What We Preach? The Accountability of an Assessment Office" (Christine Robinson, John G. M.…

Assessment for Learning: An Endangered Species?

ERIC Educational Resources Information Center

Popham, W. James

2006-01-01

Assessment for learning involves the frequent, continual use of both formal and informal classroom assessments. It can be as simple as requiring students to respond to a lesson-embedded, one-item quiz as a way of gauging student understanding of what is being taught. Ideally, this innovative approach to classroom assessment is based on a careful…

Assessing Inquiry Learning: How Much Is a Cubic Metre?

ERIC Educational Resources Information Center

Fry, Kym

2014-01-01

In this article, Kym Fry uses the "Programme for International Student Assessment" (PISA) assessment framework to break down what her Year 6 students learned as they explored the inquiry question, "How much is a cubic metre?" First, an overview of the lessons in the unit is provided. Quality assessment opportunities are…

Developing and Implementing the Qatar Student Assessment System. Research Brief

ERIC Educational Resources Information Center

Gonzalez, Gabriella; Le, Vi-Nhuan; Broer, Markus; Mariano, Louis T.; Froemel, J. Enrique; Goldman, Charles A.; DaVanzo, Julie

2009-01-01

This research brief summarizes the development of a standards-based student assessment system in Qatar, lessons for policymakers in Qatar and elsewhere, and challenges in aligning the assessment with future changes in the curriculum standards. Analysis of Qatar's standards-based student assessment system, the first in the region, offers several…

Regional assessments of stream ecological condition: Scientific challenges associated with the USA's national Wadeable Stream Assessment

EPA Science Inventory

In this special issue of J-NABS, we have compiled a series of papers that describe some of the major scientific challenges that were encountered during the national Wadeable Streams Assessment (WSA) and some of the lessons learned subsequent to the assessment. Our goal in produc...

Three Presentations: From the Third National Conference on Assessment in Higher Education. (Chicago, Illinois, June 8-11, 1988).

ERIC Educational Resources Information Center

Astin, Alexander W.; And Others

Three presentations from the Third National Conference on Assessment in Higher Education are included. In "Assessment and Human Values: Confessions of a Reformed Number Cruncher," Alexander W. Astin, focuses on measuring education productivity, assessment lessons from the Cooperative Institutional Research Program, a talent-development…

What Teachers Know and Do about Assessing Students' Self-Regulated Learning

ERIC Educational Resources Information Center

Michalsky, Tova

2017-01-01

To foster their students' self-regulated learning (SRL), teachers' lesson goals should include not only SRL teaching but also assessment of students' SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachers' knowledge about SRL assessment, actual assessment of SRL in…

Everyday Constitutional Assessments and Their Relevance to Formal Assessments

ERIC Educational Resources Information Center

Varenne, Herve

2014-01-01

Background: In anthropology and related disciplines, the term "assessment" refers to the everyday activities of ordinary people as they figure out what to do next given what others have just done. The assessments, in turn, constitute what is happening, whether in encounters between policeman and person in the street, or classroom lesson,…

Assessing Students' Understanding through Conversations

ERIC Educational Resources Information Center

Vanderhye, Cecilia M.; Zmijewski Demers, Cynthia M.

2008-01-01

This article describes how teachers can use students' conversations to assess their mathematical understanding. The authors draw on their own classroom experiences to show what they learned about planning for future lessons based on discussions in their own classrooms.

Authentic Assessment in the Geometry Classroom: Calculating the Classroom Air-Exchange Rate.

ERIC Educational Resources Information Center

Erich, David J.

2002-01-01

Introduces a room air-exchange activity designed to assess student understanding of the concept of volume. Lists materials for the activity and its procedures. Includes the lesson plan and a student worksheet. (KHR)

Examining the Relationship between Selected Grade 3-12 Teachers' Perceived Assessment Literacy and Their Classroom Assessment Practices

ERIC Educational Resources Information Center

Hudson, Mark E.

2017-01-01

The study examined the self-reported understandings of selected 3rd to 12th grade teachers had of assessment and the assessment practices they reported implementing in their classrooms along with evidence extracted from written lesson plans. The literature on classroom assessment supports the idea that teachers who create meaningful assessments,…

Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

PubMed

Souchal, Carine; Toczek, Marie-Christine; Darnon, Céline; Smeding, Annique; Butera, Fabrizio; Martinot, Delphine

2014-03-01

Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class. Participants were 120 boys and 72 girls (all high-school students). Participants attended a science lesson while expecting a performance-oriented assessment (i.e., an assessment designed to compare and select students), a mastery-oriented assessment (i.e., an assessment designed to help students in their learning), or no assessment of this lesson. In the mastery-oriented assessment condition, both boys and girls performed at a similarly high level, whereas the performance-oriented assessment condition reduced girls' performance and the no-assessment condition reduced boys' performance. One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances. © 2013 The British Psychological Society.

Chapter 11: Monitoring and Assessment of Wetlands: Concepts, Case Studies, and Lessons Learned

EPA Science Inventory

Monitoring and assessment (M&A) have long been considered critical components of any resource management program where there is a need to evaluate progress and performance over time. Understanding the origins of current monitoring and assessment strategies and techniques for wetl...

Skills for the 21st Century: Findings and Policy Lessons from the OECD Survey of Adult Skills. OECD Education Working Papers, No. 166

ERIC Educational Resources Information Center

Martin, John P.

2018-01-01

The OECD Survey of Adult Skills is the jewel in the crown of its Programme for the International Assessment of Adult Competencies (PIAAC). This paper argues that the findings and policy lessons from the project to date justify the high hopes which were placed in PIAAC when detailed planning for the project began in 2003. First, it presents a brief…

The Mathematics Assessment Resource Services (MARS) Toolkit: Resources for Leaders in Mathematics Education--Lessons Learned from an Experiment to Develop Tools to Support Change Agents

ERIC Educational Resources Information Center

St. John, Mark; Regan, Mary; Tambe, Pamela; Heenan, Barbara

2007-01-01

The purpose of this report is two-fold. First, it is intended to describe the work and progress of the "MARS Toolkit for Change" project. Toward that end the report provides documentation and portrayal of the project from an outside perspective. The second and primary purpose of the report is to illuminate the lessons learned about the overall…

Nuclear power plant Generic Aging Lessons Learned (GALL). Main report and appendix A

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kaza, K.E.; Diercks, D.R.; Holland, J.W.

The purpose of this generic aging lessons learned (GALL) review is to provide a systematic review of plant aging information in order to assess materials and component aging issues related to continued operation and license renewal of operating reactors. Literature on mechanical, structural, and thermal-hydraulic components and systems reviewed consisted of 97 Nuclear Plant Aging Research (NPAR) reports, 23 NRC Generic Letters, 154 Information Notices, 29 Licensee Event Reports (LERs), 4 Bulletins, and 9 Nuclear Management and Resources Council Industry Reports (NUMARC IRs) and literature on electrical components and systems reviewed consisted of 66 NPAR reports, 8 NRC Generic Letters,more » 111 Information Notices, 53 LERs, 1 Bulletin, and 1 NUMARC IR. More than 550 documents were reviewed. The results of these reviews were systematized using a standardized GALL tabular format and standardized definitions of aging-related degradation mechanisms and effects. The tables are included in volume s 1 and 2 of this report. A computerized data base has also been developed for all review tables and can be used to expedite the search for desired information on structures, components, and relevant aging effects. A survey of the GALL tables reveals that all ongoing significant component aging issues are currently being addressed by the regulatory process. However, the aging of what are termed passive components has been highlighted for continued scrutiny. This document is Volume 1, consisting of the executive summary, summary and observations, and an appendix listing the GALL literature review tables.« less

Development of X-33/X-34 Aerothermodynamic Data Bases: Lessons Learned and Future Enhancements

NASA Technical Reports Server (NTRS)

Miller, C. G.

2000-01-01

A synoptic of programmatic and technical lessons learned in the development of aerothermodynamic data bases for the X-33 and X-34 programs is presented in general terms and from the perspective of the NASA Langley Research Center Aerothermodynamics Branch. The format used is that of the "aerothermodynamic chain," the links of which are personnel, facilities, models/test articles, instrumentation, test techniques, and computational fluid dynamics (CFD). Because the aerodynamic data bases upon which the X-33 and X-34 vehicles will fly are almost exclusively from wind tunnel testing, as opposed to CFD, the primary focus of the lessons learned is on ground-based testing. The period corresponding to the development of X-33 and X-34 aerothermodynamic data bases was challenging, since a number of other such programs (e.g., X-38, X-43) competed for resources at a time of downsizing of personnel, facilities, etc., outsourcing, and role changes as NASA Centers served as subcontractors to industry. The impact of this changing environment is embedded in the lessons learned. From a technical perspective, the relatively long times to design and fabricate metallic force and moment models, delays in delivery of models, and a lack of quality assurance to determine the fidelity of model outer mold lines (OML) prior to wind tunnel testing had a major negative impact on the programs. On the positive side, the application of phosphor thermography to obtain global, quantitative heating distributions on rapidly fabricated ceramic models revolutionized the aerothermodynamic optimization of vehicle OMLs, control surfaces, etc. Vehicle designers were provided with aeroheating information prior to, or in conjunction with, aerodynamic information early in the program, thereby allowing trades to be made with both sets of input; in the past only aerodynamic data were available as input. Programmatically, failure to include transonic aerodynamic wind tunnel tests early in the assessment phase led to delays in the optimization phase, as OMLs required modification to provide adequate transonic aerodynamic performance without sacrificing subsonic and hypersonic performance. Funding schedules for industry, based on technical milestones, also presented challenges to aerothermodynamics seeking optimum flying characteristics across the subsonic to hypersonic speed regimes and minimum aeroheating. This paper is concluded with a brief discussion of enhancements in ground-based testing/CFD capabilities necessary to partially/fully satisfy future requirements.

Development of a public health reporting data warehouse: lessons learned.

PubMed

Rizi, Seyed Ali Mussavi; Roudsari, Abdul

2013-01-01

Data warehouse projects are perceived to be risky and prone to failure due to many organizational and technical challenges. However, often iterative and lengthy processes of implementation of data warehouses at an enterprise level provide an opportunity for formative evaluation of these solutions. This paper describes lessons learned from successful development and implementation of the first phase of an enterprise data warehouse to support public health surveillance at British Columbia Centre for Disease Control. Iterative and prototyping approach to development, overcoming technical challenges of extraction and integration of data from large scale clinical and ancillary systems, a novel approach to record linkage, flexible and reusable modeling of clinical data, and securing senior management support at the right time were the main factors that contributed to the success of the data warehousing project.

Curriculum as Colour and Curves: A Synthesis of Black Theory, Design and Creativity Realised as Critical Curriculum Writing

ERIC Educational Resources Information Center

McKnight, Lucinda

2018-01-01

This article looks to three inspirational Black women, bell hooks, Stacey McBride-Irby and Patricia Williams, in the pursuit of radical curriculum. While today curriculum is critiqued as racialised, gendered, sexualised and classed, the formats of curriculum documents such as text books, units of work and lesson plans have changed little. These…

Formative Evaluation of "Taxes Influence Behavior" (Lesson #2) from "Tax Whys: Understanding Taxes". Research Report 91.

ERIC Educational Resources Information Center

Agency for Instructional Television, Bloomington, IN.

"Tax Whys: Understanding Taxes" is a series of six video/film instructional programs being produced for the Internal Revenue Service to provide middle school students with an understanding of the reasons for and effects of taxation. This report details both student and teacher evaluations of one of the first programs to be scripted: "Taxes…

A Delphi Method Study on Triggering Transactional Distance to Improve Students' Learning: The Instructor's Rubric

ERIC Educational Resources Information Center

Maston, Heidi L.

2011-01-01

The 21st century ushered in change with the increased use of technology in educational delivery methods and opened doors for a new generation of students. While the debate over pedagogy, content design and overall effectiveness of this delivery format continues, scholars have not attended to the lessons of earlier theorists. This study examined a…

What Is Soil? Advanced Crop and Soil Science. A Course of Study.

ERIC Educational Resources Information Center

Miller, Larry E.

The course of study represents the first of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil management. Upon completing the two day lesson, the student will be able to define "soil", list the soil forming agencies, define and use soil terminology, and discuss soil formation and…

Profitable Hog Production. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

ERIC Educational Resources Information Center

Vincent, Gary; Iverson, Maynard J.

Developed as a guide for teachers in planning and conducting classes in young or adult farmer education, the 10-lesson unit covers the basic areas of hog production; selection, breeding, feeding, managing, and marketing. The format used is designed to assist teachers in utilizing problem-solving and the discussion method of teaching. The appendix…

Sequencing and Graphic Novels with Primary-Grade Students

ERIC Educational Resources Information Center

Chase, Maggie; Son, Eun Hye; Steiner, Stan

2014-01-01

The authors discuss the burgeoning number of graphic novels being published for young readers (approximately PK-3) and suggest a new term for identifying this format and audience: primary graphic novels (PGNs), for primary level students. They go on to describe a series of lessons they conducted with a class of 1st and 2nd graders to capitalize on…

Planning a School-Based Mentoring Program. Lessons Learned. Volume 1, Issue 4

ERIC Educational Resources Information Center

Garringer, Michael

2010-01-01

School-based mentoring (SBM) has exploded in popularity in recent years: Today approximately one fourth of the youth mentoring programs in the country use a school-based format (Herrera, Grossman, Kauh, Feldman, & McMaken, 2007). In SBM, a K-12 student is paired with an adult from the community or an older (usually high school) student in a…

Computer Model of the Empirical Knowledge of Physics Formation: Coordination with Testing Results

ERIC Educational Resources Information Center

Mayer, Robert V.

2016-01-01

The use of method of imitational modeling to study forming the empirical knowledge in pupil's consciousness is discussed. The offered model is based on division of the physical facts into three categories: 1) the facts established in everyday life; 2) the facts, which the pupil can experimentally establish at a physics lesson; 3) the facts which…

A Comparison of Rugby Seasons Presented in Traditional and Sport Education Formats

ERIC Educational Resources Information Center

Browne, Tom B. J.; Carlson, Teresa B.; Hastie, Peter A.

2004-01-01

The purpose of this study was to examine the impact that two instructional approaches to teaching rugby had on students' learning, enjoyment and affect. Fifty-three boys (aged 12-13) from a large metropolitan private boy's school in eastern Australia participated in either a 20 lesson unit of rugby union taught using a skill-drill-game approach (n…

Basic Course in Uzbek. Indiana University Publications: Uralic and Altaic Series, Volume 59.

ERIC Educational Resources Information Center

Raun, Alo

This work is a revised edition of the author's "Spoken Uzbek," originally written for class use at Indiana University in 1952-53. Comprised of 25 lesson units and five review units, the format follows the general outline of the earlier ACLS (American Council of Learned Societies) "Spoken Language" courses: basic sentences are presented in build-up…

Strategies to Affect Student Sensory Awareness of the Environment in a Rural Schools Setting: Kindergarten Through Grade Three.

ERIC Educational Resources Information Center

Peters, Richard O.

Presenting eight sample environmental education sensory lessons designed for K-3 students in rural areas, this guide briefly details the rationale and means for developing proximity congruence between students and life space phenomena. Field trips, nature walks, site studies, and other outdoor activities are briefly discussed. The format of each…

Promoting Secondary Teachers' Diagnostic Competence with Respect to Functions: Development of a Scalable Unit in Continuous Professional Development

ERIC Educational Resources Information Center

Busch, Julia; Barzel, Bärbel; Leuders, Timo

2015-01-01

Diagnosing student achievement in a formative way is a crucial skill for planning and carrying out effective mathematics lessons. This study takes a subject-specific view and aims at investigating diagnostic competence in the field of mathematical functions at secondary level and how to improve it. Following three evidence-based design principles,…

Exploring a Literacy Website that Works: ReadWriteThink.org

ERIC Educational Resources Information Center

Anderson, Rebecca S.; Balajthy, Ernest

2007-01-01

While it is easy to find lesson plans on the Internet, the quality of plans and the formats in which they are written vary considerably, and the process of sifting through the chaff in order to find the wheat can be time-consuming and discouraging. To address these concerns the authors of this Technology in Literacy column introduce…

Working with WebQuests: Making the Web Accessible to Students with Disabilities.

ERIC Educational Resources Information Center

Kelly, Rebecca

2000-01-01

This article describes how students with disabilities in regular classes are using the WebQuest lesson format to access the Internet. It explains essential WebQuest principles, creating a draft Web page, and WebQuest components. It offers an example of a WebQuest about salvaging the sunken ships, Titanic and Lusitania. A WebQuest planning form is…

Parent-Child Conversations about the Past: Exercises for the Child's Study of the Present

ERIC Educational Resources Information Center

Wahler, Robert G.; Rowinski, Katherine S.

2009-01-01

We outline ideas and research in training parents to help their children to appreciate historical patterns of social contingencies as well as contingencies in the present. Parents' use of "lessons and dialogue" is presented as a means of guiding the children's efforts to describe their past experiences in narrative format, along with teaching the…

Shuttle Transportation System Case-Study Development

NASA Technical Reports Server (NTRS)

Ransom, Khadijah

2012-01-01

A case-study collection was developed for NASA's Space Shuttle Program. Using lessons learned and documented by NASA KSC engineers, analysts, and contractors, decades of information related to processing and launching the Space Shuttle was gathered into a single database. The goal was to provide educators with an alternative means to teach real-world engineering processes and to enhance critical thinking, decision making, and problem solving skills. Suggested formats were created to assist both external educators and internal NASA employees to develop and contribute their own case-study reports to share with other educators and students. Via group project, class discussion, or open-ended research format, students will be introduced to the unique decision making process related to Shuttle missions and development. Teaching notes, images, and related documents will be made accessible to the public for presentation of Space Shuttle reports. Lessons investigated included the engine cutoff (ECO) sensor anomaly which occurred during mission STS-114. Students will be presented with general mission infom1ation as well as an explanation of ECO sensors. The project will conclude with the design of a website that allows for distribution of information to the public as well as case-study report submissions from other educators online.

Development of an Interdisciplinary STEM Classroom Activity for Radio Receiver Technology

NASA Astrophysics Data System (ADS)

Davis, Kristina

2015-01-01

Introduction The development of a mini STEM-based classroom activity designed to integrate these two fields into one project for middle school aged students is presented here. This lesson involves small groups of students constructing a small AM radio receivers. The lesson surrounding the activity focuses on both the physical nature of electromagnetic and AC waves, circuit design, practical applications to AM radio broadcasting, and research applications of radio telescopes. These tools have shown a significant increase in the lesson's primary concept understanding among 6th grade students, as well as net positive STEM awareness and enthusiasm.Content The primary teaching point for the students to consider and learn during this lesson is 'How does scientific application influence engineering design, and vice versa?' The lesson surrounds the hands-on activity of having students construct their own AM radio receiver. Wave theory and the use of radio instruments for astronomy research are also taught in a traditional lecture format. The activity is designed to complement middle school curriculum, although it has been tested and found suitable for high school and older students as well as the general public.Evaluation and ImpactThe evaluation tool that used for the student groups in this project was a Fryer chart, which is a four panel chart with the main topic listed in the center and a single question in each of the four panels. The students are asked to answer the questions in the chart before and after they participate in the lesson activity, each time in a different colored pencil so that the scores can be given to each student before and after they participated in the activity. Student scores improved from 4.5 to 17.9 out of a total of 20 possible points. This is an overall increase of 67% of the total possible points. The questions asked on the quiz cover the range of wave theory, circuit design, and scientific explanation. This factor of improvement shows that the lesson designed for this fellowship project is effective at teaching students about each of those concepts with a single teaching activity.

"Doing the Best You Can with What You Have:" Lessons Learned from Outcomes Assessment.

ERIC Educational Resources Information Center

Carter, Elizabeth W.

2002-01-01

Discusses outcomes focused assessments of library research instruction using pretests and posttests, attitude and usage surveys, and focus groups at The Citadel library. Suggests that assessment results influence library instruction content, staffing, collection development, and collaboration with other faculty and academic departments.…

A Short History of Performance Assessment: Lessons Learned.

ERIC Educational Resources Information Center

Madaus, George F.; O'Dwyer, Laura M.

1999-01-01

Places performance assessment in the context of high-stakes uses, describes underlying technologies, and outlines the history of performance testing from 210 B.C.E. to the present. Historical issues of fairness, efficiency, cost, and infrastructure influence contemporary efforts to use performance assessments in large-scale, high-stakes testing…

Integrated Basin-Scale Modelling and Assessment: Lessons and Challenges in Linking Biophysical and Socioeconomic Sciences for Enhancing Sustainability Outcomes

NASA Astrophysics Data System (ADS)

Jakeman, A. J.; Croke, B. F.; Letcher, R. A.; Newham, L. T.; Norton, J. P.

2004-12-01

Integrated Assessment (IA) and Integrated Scenario Modelling (ISM) are being increasingly used to assess sustainability options and, in particular, the effects of policy changes, land use management, climate forcing and other uncontrollable drivers on a wide range of river basin outcomes. IA and ISM are processes that invoke the necessary range of biophysical and socioeconomic disciplines and embrace stakeholder involvement as an essential ingredient. The authors report on their IA studies in Australian and Asian river basins. They illustrate a range of modelling frameworks and tools that were used to perform the assessments, engage the relevant interest groups and promote systems understanding and social learning. The studies cover a range of issues and policies including poverty alleviation, industrial investments, infrastructure provision, erosion and sedimentation, water supply allocation, and ecological protection. The positive impacts of these studies are presented, as well as the lessons learnt and the challenges for modellers and disciplinary experts in advancing the reputation and performance of integrated assessment exercises.

Connecting polar research to NGSS STEM classroom lessons

NASA Astrophysics Data System (ADS)

Brinker, R.; Kast, D.

2016-12-01

Next Generation Science Standards (NGSS) are designed to bring consistent, rigorous science teaching across the United States. Topics are categorized as Performance Expectations (PE), Disciplinary Core Ideas (DCI), Cross-Cutting Concepts (CCC), and Science and Engineering Practices (SEP). NGSS includes a focus on environmental science and climate change across grade levels. Earth and planetary sciences are required at the high school level. Integrating polar science lessons into NGSS classrooms brings relevant, rigorous climate change curriculum across grade levels. Polar science provides opportunities for students to use current data during lessons, conduct their own field work, and collaborate with scientists. Polar science provides a framework of learning that is novel to most students. Inquiry and engagement are high with polar science lessons. Phenomenon related to polar science provide an excellent tool for science teachers to use to engage students in a lesson, stimulate inquiry, and promote critical thinking. When taught effectively, students see the connections between their community, polar regions and climate change, regardless of where on the planet students live. This presentation describes examples of how to effectively implement NGSS lessons by incorporating polar science lessons and field research. Examples of introductory phenomenon and aligned PEs, CCCs, DCIs, and SEPs are given. Suggested student activities, assessments, examples of student work, student research, labs, and PolarTREC fieldwork, use of current science data, and connections to scientists in the field are provided. The goals of the presentation are to give teachers a blueprint to follow when implementing NGSS lessons, and give scientists an understanding of the basics of NGSS so they may be better able to relate their work to U.S. science education and be more effective communicators of their science findings.

Methodological Challenges in International Comparative Post-Secondary Assessment Programs: Lessons Learned and the Road Ahead

ERIC Educational Resources Information Center

Wolf, Raffaela; Zahner, Doris; Benjamin, Roger

2015-01-01

The assessment of student learning outcomes in the tertiary school sector has seen an increase in global popularity in recent years. Measurement instruments that target higher order skills are on the rise, whereas assessments that foster the recall of factual knowledge are declining. The Assessment of Higher Education Learning Outcomes (AHELO)…

Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction

ERIC Educational Resources Information Center

Laubenthal, Jennifer

2018-01-01

A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many…

Human Capital - A Critical Look at Developing Better Acquisition Leaders and Decision-Makers Using the Power of Emotional Intelligence

DTIC Science & Technology

2017-03-21

To successfully implement a new American hockey training and game -playing paradigm, Brooks intensely demonstrated the power of emotional...developed an EI lesson plan that is currently delivered to every student . In the lesson, they offer the following EI definition: “ a confluence of...strategic imperative to “enable the Air Force to adapt our capabilities and thinking to assess a dynamic threat environment, outmaneuver adversaries, and

Teacher Narratives and Student Engagement: Testing Narrative Engagement Theory in Drug Prevention Education

PubMed Central

Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Pettigrew, Jonathan; Shin, YoungJu; Graham, John

2015-01-01

Testing narrative engagement theory, this study examines student engagement and teachers’ spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the keepin’ it REAL drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed. PMID:26690668

Development and evaluation of 'Pure Rush': An online serious game for drug education.

PubMed

Stapinski, Lexine A; Reda, Bill; Newton, Nicola C; Lawler, Siobhan; Rodriguez, Daniel; Chapman, Catherine; Teesson, Maree

2018-04-01

Learning is most effective when it is active, enjoyable and incorporates feedback. Past research demonstrates that serious games are prime candidates to utilise these principles, however the potential benefits of this approach for delivering drug education are yet to be examined in Australia, a country where drug education in schools is mandatory. The serious game 'Pure Rush' was developed across three stages. First, formative consultation was conducted with 115 students (67% male, aged 15-17 years), followed by feasibility and acceptability testing of a prototype of the game (n = 25, 68% male). In the final stage, 281 students (62% female, aged 13-16 years) were randomly allocated to receive a lesson involving Pure Rush or an active control lesson. The lessons were compared in terms of learning outcomes, lesson engagement and future intentions to use illicit drugs. Students enjoyed playing Pure Rush, found the game age-appropriate and the information useful to them. Both the Pure Rush and the active control were associated with significant knowledge increase from pre to post-test. Among females, multi-level mixed-effects regression showed knowledge gain was greater in the Pure Rush condition compared to control (β = 2.36, 95% confidence interval 0.36-4.38). There was no evidence of between condition differences in lesson engagement or future intentions to use illicit drugs. Pure Rush is an innovative online drug education game that is well received by students and feasible to implement in schools. [Stapinski LA, Reda B, Newton NC, Lawler S, Rodriguez D, Chapman C, Teesson M. Development and evaluation of 'Pure Rush': An online serious game for drug education. Drug Alcohol Rev 2017]. © 2017 Australasian Professional Society on Alcohol and other Drugs.

A cluster-randomized controlled trial of strategies to increase adolescents' physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial.

PubMed

Rosenkranz, Richard R; Lubans, David R; Peralta, Louisa R; Bennie, Andrew; Sanders, Taren; Lonsdale, Chris

2012-10-01

The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children's motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT), on PA levels, and their hypothesized antecedents, during year 8 PE lessons. This study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities; (2) providing choice from PA options selected by the teacher; (3) providing equipment and free choice of activities; or (4) usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested within teachers as a random effect. Study findings will inform the development of effective SDT-based teaching strategy interventions to enhance students' psychological needs satisfaction, motivation, and PA levels. More effective teaching strategies may be identified that are capable of improving adolescents' PA levels, and thereby provide beneficial population health outcomes. This trial is registered with Current Controlled Trials and is traceable as ISRCTN07038258.

A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial

PubMed Central

2012-01-01

Background The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children’s motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT), on PA levels, and their hypothesized antecedents, during year 8 PE lessons. Methods/design This study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities; (2) providing choice from PA options selected by the teacher; (3) providing equipment and free choice of activities; or (4) usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested within teachers as a random effect. Discussion Study findings will inform the development of effective SDT-based teaching strategy interventions to enhance students’ psychological needs satisfaction, motivation, and PA levels. More effective teaching strategies may be identified that are capable of improving adolescents’ PA levels, and thereby provide beneficial population health outcomes. Trial registration This trial is registered with Current Controlled Trials and is traceable as ISRCTN07038258. PMID:23025261

Lessons Learned about the Methodology of Economic Impact Studies: The NIST Experience.

ERIC Educational Resources Information Center

Tassey, Gregory

1999-01-01

Summarizes ongoing economic impact assessment activities at the National Institute of Standards and Technology (NIST) for its Measurement and Standards Laboratory Program. Explores designing economic impact studies for integration into assessments of broader programmatic objectives. (SLD)

Bee SAFE, a Skill-Building Intervention to Enhance CAM Health Literacy: Lessons Learned.

PubMed

Shreffler-Grant, Jean; Nichols, Elizabeth G; Weinert, Clarann

2018-05-01

The purpose is to describe a feasibility study of a skill-building intervention to enhance health literacy about complementary and alternative (CAM) therapies among older rural adults and share lessons learned. A study was designed to examine the feasibility of an intervention to enhance CAM health literacy. The theme was "Bee SAFE" for Be a wise user of CAM, Safety, Amount, From where, and Effect. Modules were presented face to face and by webinar with older adults at a senior center in one small rural community. The team achieved its purpose of designing, implementing, and evaluating the intervention and assessing if it could be implemented in a rural community. The implementation challenges encountered and lessons learn are discussed. By improving CAM health literacy, older rural adults with chronic health conditions can make well-reasoned decisions about using CAM for health promotion and illness management. The goal is to implement the Bee SAFE intervention in other rural communities; thus team members were attentive to lessons to be learned before investing time, effort, and expense in the larger intervention. It is hoped that the lessons learned can be instructive to others planning projects in rural communities.

An economic evaluation of Alexander Technique lessons or acupuncture sessions for patients with chronic neck pain: A randomized trial (ATLAS).

PubMed

Essex, Holly; Parrott, Steve; Atkin, Karl; Ballard, Kathleen; Bland, Martin; Eldred, Janet; Hewitt, Catherine; Hopton, Ann; Keding, Ada; Lansdown, Harriet; Richmond, Stewart; Tilbrook, Helen; Torgerson, David; Watt, Ian; Wenham, Aniela; Woodman, Julia; MacPherson, Hugh

2017-01-01

To assess the cost-effectiveness of acupuncture and usual care, and Alexander Technique lessons and usual care, compared with usual GP care alone for chronic neck pain patients. An economic evaluation was undertaken alongside the ATLAS trial, taking both NHS and wider societal viewpoints. Participants were offered up to twelve acupuncture sessions or twenty Alexander lessons (equivalent overall contact time). Costs were in pounds sterling. Effectiveness was measured using the generic EQ-5D to calculate quality adjusted life years (QALYs), as well as using a specific neck pain measure-the Northwick Park Neck Pain Questionnaire (NPQ). In the base case analysis, incremental QALY gains were 0.032 and 0.025 in the acupuncture and Alexander groups, respectively, in comparison to usual GP care, indicating moderate health benefits for both interventions. Incremental costs were £451 for acupuncture and £667 for Alexander, mainly driven by intervention costs. Acupuncture was likely to be cost-effective (ICER = £18,767/QALY bootstrapped 95% CI £4,426 to £74,562) and was robust to most sensitivity analyses. Alexander lessons were not cost-effective at the lower NICE threshold of £20,000/QALY (£25,101/QALY bootstrapped 95% CI -£150,208 to £248,697) but may be at £30,000/QALY, however, there was considerable statistical uncertainty in all tested scenarios. In comparison with usual care, acupuncture is likely to be cost-effective for chronic neck pain, whereas, largely due to higher intervention costs, Alexander lessons are unlikely to be cost-effective. However, there were high levels of missing data and further research is needed to assess the long-term cost-effectiveness of these interventions.

The effectiveness of a stroke educational activity performed by a schoolteacher for junior high school students.

PubMed

Miyashita, Fumio; Yokota, Chiaki; Nishimura, Kunihiro; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Tani, Shoko; Narazaki, Hiroshi; Toyoda, Kazunori; Nakazawa, Kazuo; Minematsu, Kazuo

2014-07-01

The purpose of this study was to determine whether our stroke education system can help junior high school students acquire stroke knowledge when performed by a schoolteacher. A stroke neurologist gave a stroke lesson to 25 students (S group) and a schoolteacher through our stroke education system. After instruction, the schoolteacher performed the same lesson using the same education system to another 75 students (T group). Questionnaires on stroke knowledge were examined at baseline, immediately after the lesson (IL), and at 3 months after the lesson (3M). We analyzed the results of stroke knowledge assessment by linear mixed effects models adjusted for gender and class difference using the student number. We assessed 24 students in the S group and 72 students in the T group. There were no significant differences in the changes of predicted scores of symptoms and risk factors adjusted for gender, class difference, and each student knowledge level until 3M between the 2 groups. Correct answer rates for the meaning of the FAST (facial droop, arm weakness, speech disturbance, time to call 119) at IL were 92% in the S group and 72% in the T group, respectively. At 3M, they were 83% in the S group and 84% in the T group. The correct answer rates of FAST at 3M were not significantly different adjusted for group, gender, class difference, and correct answer rate at IL. A schoolteacher can conduct the FAST message lesson to junior high school students with a similar outcome as a stroke neurologist using our stroke education system. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

An economic evaluation of Alexander Technique lessons or acupuncture sessions for patients with chronic neck pain: A randomized trial (ATLAS)

PubMed Central

Essex, Holly; Parrott, Steve; Atkin, Karl; Ballard, Kathleen; Bland, Martin; Eldred, Janet; Hewitt, Catherine; Hopton, Ann; Keding, Ada; Lansdown, Harriet; Richmond, Stewart; Tilbrook, Helen; Torgerson, David; Watt, Ian; Wenham, Aniela; Woodman, Julia; MacPherson, Hugh

2017-01-01

Objectives To assess the cost-effectiveness of acupuncture and usual care, and Alexander Technique lessons and usual care, compared with usual GP care alone for chronic neck pain patients. Methods An economic evaluation was undertaken alongside the ATLAS trial, taking both NHS and wider societal viewpoints. Participants were offered up to twelve acupuncture sessions or twenty Alexander lessons (equivalent overall contact time). Costs were in pounds sterling. Effectiveness was measured using the generic EQ-5D to calculate quality adjusted life years (QALYs), as well as using a specific neck pain measure–the Northwick Park Neck Pain Questionnaire (NPQ). Results In the base case analysis, incremental QALY gains were 0.032 and 0.025 in the acupuncture and Alexander groups, respectively, in comparison to usual GP care, indicating moderate health benefits for both interventions. Incremental costs were £451 for acupuncture and £667 for Alexander, mainly driven by intervention costs. Acupuncture was likely to be cost-effective (ICER = £18,767/QALY bootstrapped 95% CI £4,426 to £74,562) and was robust to most sensitivity analyses. Alexander lessons were not cost-effective at the lower NICE threshold of £20,000/QALY (£25,101/QALY bootstrapped 95% CI -£150,208 to £248,697) but may be at £30,000/QALY, however, there was considerable statistical uncertainty in all tested scenarios. Conclusions In comparison with usual care, acupuncture is likely to be cost-effective for chronic neck pain, whereas, largely due to higher intervention costs, Alexander lessons are unlikely to be cost-effective. However, there were high levels of missing data and further research is needed to assess the long-term cost-effectiveness of these interventions. PMID:29211741

Lessons from first generation biofuels and implications for the sustainability appraisal of second generation biofuels☆

PubMed Central

Mohr, Alison; Raman, Sujatha

2013-01-01

Aims The emergence of second generation (2G) biofuels is widely seen as a sustainable response to the increasing controversy surrounding the first generation (1G). Yet, sustainability credentials of 2G biofuels are also being questioned. Drawing on work in Science and Technology Studies, we argue that controversies help focus attention on key, often value-related questions that need to be posed to address broader societal concerns. This paper examines lessons drawn from the 1G controversy to assess implications for the sustainability appraisal of 2G biofuels. Scope We present an overview of key 1G sustainability challenges, assess their relevance for 2G, and highlight the challenges for policy in managing the transition. We address limitations of existing sustainability assessments by exploring where challenges might emerge across the whole system of bioenergy and the wider context of the social system in which bioenergy research and policy are done. Conclusions Key lessons arising from 1G are potentially relevant to the sustainability appraisal of 2G biofuels depending on the particular circumstances or conditions under which 2G is introduced. We conclude that sustainability challenges commonly categorised as either economic, environmental or social are, in reality, more complexly interconnected (so that an artificial separation of these categories is problematic). PMID:24926117

Lessons from Studies to Evaluate an Online 24-Hour Recall for Use with Children and Adults in Canada.

PubMed

Kirkpatrick, Sharon I; Gilsing, Anne M; Hobin, Erin; Solbak, Nathan M; Wallace, Angela; Haines, Jess; Mayhew, Alexandra J; Orr, Sarah K; Raina, Parminder; Robson, Paula J; Sacco, Jocelyn E; Whelan, Heather K

2017-01-31

With technological innovation, comprehensive dietary intake data can be collected in a wide range of studies and settings. The Automated Self-Administered 24-hour (ASA24) Dietary Assessment Tool is a web-based system that guides respondents through 24-h recalls. The purpose of this paper is to describe lessons learned from five studies that assessed the feasibility and validity of ASA24 for capturing recall data among several population subgroups in Canada. These studies were conducted within a childcare setting (preschool children with reporting by parents), in public schools (children in grades 5-8; aged 10-13 years), and with community-based samples drawn from existing cohorts of adults and older adults. Themes emerged across studies regarding receptivity to completing ASA24, user experiences with the interface, and practical considerations for different populations. Overall, we found high acceptance of ASA24 among these diverse samples. However, the ASA24 interface was not intuitive for some participants, particularly young children and older adults. As well, technological challenges were encountered. These observations underscore the importance of piloting protocols using online tools, as well as consideration of the potential need for tailored resources to support study participants. Lessons gleaned can inform the effective use of technology-enabled dietary assessment tools in research.

Lessons from first generation biofuels and implications for the sustainability appraisal of second generation biofuels.

PubMed

Mohr, Alison; Raman, Sujatha

2013-12-01

The emergence of second generation (2G) biofuels is widely seen as a sustainable response to the increasing controversy surrounding the first generation (1G). Yet, sustainability credentials of 2G biofuels are also being questioned. Drawing on work in Science and Technology Studies, we argue that controversies help focus attention on key, often value-related questions that need to be posed to address broader societal concerns. This paper examines lessons drawn from the 1G controversy to assess implications for the sustainability appraisal of 2G biofuels. We present an overview of key 1G sustainability challenges, assess their relevance for 2G, and highlight the challenges for policy in managing the transition. We address limitations of existing sustainability assessments by exploring where challenges might emerge across the whole system of bioenergy and the wider context of the social system in which bioenergy research and policy are done. Key lessons arising from 1G are potentially relevant to the sustainability appraisal of 2G biofuels depending on the particular circumstances or conditions under which 2G is introduced. We conclude that sustainability challenges commonly categorised as either economic, environmental or social are, in reality, more complexly interconnected (so that an artificial separation of these categories is problematic).

The Chemically Elegant Proton Pump Inhibitors

PubMed Central

Roche, Victoria F.

2006-01-01

Medicinal chemistry instruction at Creighton University is designed to provide an in-depth scientifically grounded and clinically relevant learning experience for pharmacy students. Each topic covered in the 2-semester required course sequence is selected based on the general utility of the compounds in question and/or the therapeutic importance of the drugs in treating life-threatening diseases. All lessons provided to campus- and Web-based students by the author are in the form of a descriptive and conversational narrative and course requirements are in place to assure that students read the lesson prior to the class period in which it is discussed. Learning tools and aids are provided to help students more readily discern the most critical aspects of each lesson, to practice required critical thinking and structure analysis skills, and to self-assess competency in meeting specific learning objectives. This manuscript illustrates this approach by sharing a lesson on the chemistry and clinically relevant structure-activity relationships of proton pump inhibitors. PMID:17149430

Risk communication in the case of the Fukushima accident: Impact of communication and lessons to be learned.

PubMed

Perko, Tanja

2016-10-01

Risk communication about the Fukushima Daiichi nuclear power plant accident in 2011 was often not transparent, timely, clear, nor factually correct. However, lessons related to risk communication have been identified and some of them are already addressed in national and international communication programmes and strategies. The Fukushima accident may be seen as a practice scenario for risk communication with important lessons to be learned. As a result of risk communication failures during the accident, the world is now better prepared for communication related to nuclear emergencies than it was 5 years ago The present study discusses the impact of communication, as applied during the Fukushima accident, and the main lessons learned. It then identifies pathways for transparent, timely, clear and factually correct communication to be developed, practiced and applied in nuclear emergency communication before, during, and after nuclear accidents. Integr Environ Assess Manag 2016;12:683-686. © 2016 SETAC. © 2016 SETAC.

Personal involvement of young people in HIV prevention campaign messages: the role of message format, culture, and gender.

PubMed

Geary, Cynthia Waszak; Burke, Holly M; Johnson, Laura; Liku, Jennifer; Castelnau, Laure; Neupane, Shailes; Niang, Cheikh

2008-04-01

To examine young people's reactions to and understanding of HIV prevention messages developed for MTV's global HIV prevention campaign Staying Alive, videotaped campaign materials were shown to focus group discussion (FGD) participants living in urban areas of Brazil, Kenya, Nepal, and Senegal. Responses related to "personal involvement" with the message were identified in the data from these FGDs and were examined in relationship to the emerging message themes, the message format (public service announcements [PSAs] vs. documentary), cultural context (site), and participant gender. Across groups, greater personal involvement (measured by personal connections, emotional reactions, and lessons learned) was found in responses about the documentary format compared to the PSA format. Exceptions were found for specific PSAs that were considered more relevant within specific gender or cultural contexts. Implications of findings for global campaigns were considered.

Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

NASA Astrophysics Data System (ADS)

Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

2017-12-01

As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this complex topic. These findings will be useful to those planning pre-service teacher professional development on climate change in the future.

Action Steps for Advancing Transfer Student Success: Lessons Learned from Cross-Institutional Collaborations

ERIC Educational Resources Information Center

Dolinsky, Rebecca; Rhodes, Terrel L.; McCambly, Heather

2016-01-01

The Association of American Colleges and Universities (AAC&U) launched Quality Collaboratives (QC): Assessing and Reporting Degree Qualifications Profile Competencies in the Context of Transfer in 2011 as a three-year project that engaged educational, assessment, and policy leaders in student learning outcomes assessment and transfer pathways.…

Lessons Learned from a Tryout of Spanish and English Versions of a State Assessment.

ERIC Educational Resources Information Center

Stansfield, Charles W.; Kahl, Stuart R.

The Massachusetts Comprehensive Assessment System (MCAS) is the new Massachusetts state assessment program that is being implemented in response to state education reform legislation. The paper describes the early efforts of the state Department of Education (MDOE), its prime contractor for development of the MCAS (Advanced Systems in Measurement…

Incorporating Self and Peer Assessment in Reflective Teaching Practices

ERIC Educational Resources Information Center

Ratminingsih, Ni Made; Artini, Luh Putu; Padmadewi, Ni Nyoman

2017-01-01

More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers' perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in…

District Self-Assessment Tool. College Readiness Indicator Systems Resource Series

ERIC Educational Resources Information Center

Annenberg Institute for School Reform at Brown University, 2014

2014-01-01

The purpose of the "District Self-Assessment Tool" is to provide school district and community stakeholders with an approach for assessing district capacity to support a college readiness indicator system and track progress over time. The tool draws on lessons from the collective implementation experiences of the four College Readiness…

Evaluation of phosphorus site assessment tools: lessons from the USA

USDA-ARS?s Scientific Manuscript database

Critical source area identification through phosphorus (P) site assessment is a fundamental part of modern nutrient management planning in the U.S. To date, the P Index has been the primary tool for P site assessment adopted by US states, but there has been only patchy testing of the many versions ...

Formal Method of Description Supporting Portfolio Assessment

ERIC Educational Resources Information Center

Morimoto, Yasuhiko; Ueno, Maomi; Kikukawa, Isao; Yokoyama, Setsuo; Miyadera, Youzou

2006-01-01

Teachers need to assess learner portfolios in the field of education. However, they need support in the process of designing and practicing what kind of portfolios are to be assessed. To solve the problem, a formal method of describing the relations between the lesson forms and portfolios that need to be collected and the relations between…

Instant Feedback for Learner Training: Using Individual Assessment Cards.

ERIC Educational Resources Information Center

Lovelock, Clive

2002-01-01

Describes individual assessment cards devised by an English-as-a-Foreign-Language teacher in Japan. This system consists of giving each student her own individual assessment card at the beginning of each lesson. The focus of the information recorded on the card relates to the process of learning English. (Author/VWL)

Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

ERIC Educational Resources Information Center

Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

2002-01-01

Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…

ORANGES evaluation phase I risk assessment report : phase I of the US DOT sponsored evaluation of the ORANGES electronic payment system field operational test

DOT National Transportation Integrated Search

2004-03-11

This document is the US DOT evaluation Risk Assessment report for Phase I of the ORANGES field operational test. This document consolidates working papers and incorporates an assessment of issues, risks, mitigation strategies and lessons learned look...

Eight years of regional scale, benthic assessments of the U.S. West Coast: Lessons learned and future directions

EPA Science Inventory

The EPA National Coastal Assessment (NCA) conducted regional scale assessments of benthic condition for the US West Coast from Washington to California, several regions of Alaska, Hawaii, and the Trust Territories of Guam and American Samoa. Over an 8-year period, studies focuse...

Outcome Assessment of a Management Program Using a Portfolio Approach: Lessons Learned

ERIC Educational Resources Information Center

Drost, Donald; Hanson, Lee; Molstady, Clark; Peake, Lloyd; Newman, Eric

2008-01-01

Over the past two decades the interest and use of student portfolios for assessing student learning outcomes has grown considerably. This paper presents an overview of the portfolio approach to outcome assessment adopted by the Department of Management at California State University, San Bernardino and discusses major issues encountered over six…

Just Watch What I'm Saying: A Television Teaching Course for the Deaf and the Hard of Hearing.

ERIC Educational Resources Information Center

Wermer, F. E.

1969-01-01

The Netherlands Television Academy Foundation prepared a weekly television series intended to teach lip reading to the deaf and to the hard of hearing. This article outlines the scope of this project, referring to the format of the 18 half-hour lessons, to the supplementary written materials employed, to the nature of the criticism received, and…

The Formation of Elementary Schoolchildren's Cognitive Needs at the Lessons of the Russian Language by Means of Subjectivization

ERIC Educational Resources Information Center

Bakulina, Galina A.; Vakhrusheva, Liudmila N.; Shelygina, Olga B.; Savinova, Svetlana V.

2016-01-01

The purpose of the article is to present of an innovative type of exercises in the Russian language, referred to as the complex intellectual-linguistic. The novelty of these exercises is: a) in an unusual arrangement of linguistic material which creates an educational research situation; b) in giving non-traditional tasks, aimed at simultaneously…

Effective Beginning Handwriting Instruction: Multi-Modal, Consistent Format for 2 Years, and Linked to Spelling and Composing

ERIC Educational Resources Information Center

Wolf, Beverly; Abbott, Robert D.; Berninger, Virginia W.

2017-01-01

In Study 1, the treatment group (N = 33 first graders, M = 6 years 10 months, 16 girls) received Slingerland multi-modal (auditory, visual, tactile, motor through hand, and motor through mouth) manuscript (unjoined) handwriting instruction embedded in systematic spelling, reading, and composing lessons; and the control group (N = 16 first graders,…

Container Management During Desert Shield/Storm: An Analysis and Critique of Lessons Learned

DTIC Science & Technology

1993-04-15

across the distribution spectrum.14 These issues were grouped into five major categories: Containerization and Packaging, Distribution Management , Automation...of containers is needed, according to TDAP. Distribution - Management issues. The Desert Shield experience identified three general distribution ...recommended the formation of a 19 Theater Distribution Management Center from the assets of the Movement Control Agency (MCA) and Material Management

Music Instrument Teachers in Higher Education: An Investigation of the Key Influences on How They Teach in the Studio

ERIC Educational Resources Information Center

Daniel, Ryan; Parkes, Kelly A.

2017-01-01

In higher education music instrument teaching, there is a strong tradition of high-level performers being recruited to teach advanced students within the private studio despite the fact these educators often have no training in pedagogy. The studio environment also continues to be dominated by the one-to-one lesson format and the master-apprentice…

Tree-Fruit Production. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

ERIC Educational Resources Information Center

O'Bryan, Robert C.; Iverson, Maynard J.

Designed as a guide for teachers in planning and conducting young and adult farmer classes, the unit covers the basic areas of tree-fruit production. The format of the 10-lesson unit allows for the utilization of the problem-solving and discussion methods of teaching. The major objective of the unit is to develop the ability to effectively…

The Formation of Giant Planets and the Collisional Evolution of Planetesimals: Lessons Learned from the Solar System

NASA Astrophysics Data System (ADS)

Turrini, Diego

2013-07-01

The formation of giant planets is one of the milestones in the history of planetary systems, as they shape the evolution of the protoplanetary disks they are embedded in. While observational facilities approach the sensitivity necessary to probe these primordial phases in disks around other stars (e.g. Quanz et al. 2013), there are still lessons we can draw from our own Solar System. Safronov (1969) was the first to recognize that the formation of Jupiter would trigger the first bombardment in the history of the Solar System by scattering of planetesimals residing near its formation region. This scenario was further explored by Weidenschilling (1975) and Weidenschilling et al. (2001), who observed that part of these planetesimals ejected from the outer Solar System would cross the asteroid belt and contribute to the catastrophic destruction of primordial asteroids. Later, Turrini et al. (2011) showed that the appearance of the orbital resonances with Jupiter in the asteroid belt would create a second but dominant population of impactors. The combination of these two populations of impactors represents the Jovian Early Bombardment (Turrini et al. 2011). The formation of Jupiter is the sole necessary condition to trigger the Jovian Early Bombardment, yet migration can play an important role in enhancing its effects due to the sweeping of the resonances through the asteroid belt (Turrini et al. 2011). Across the Jovian Early Bombardment, collisional erosion played a more important role than catastrophic impacts and could bring to the destruction of planetesimals of 200 km in diameter or even larger (Turrini et al. 2012). As pointed out by Turrini et al. (2012), the processes causing the Jovian Early Bombardment are not exclusive to the Solar Nebula: they are general to all circumstellar disks that host forming giant planets. As a consequence, all these results describe an evolutionary path that is common to planetary systems where giant planets are forming and migrating.

The AstroHDF Effort

NASA Astrophysics Data System (ADS)

Masters, J.; Alexov, A.; Folk, M.; Hanisch, R.; Heber, G.; Wise, M.

2012-09-01

Here we update the astronomy community on our effort to deal with the demands of ever-increasing astronomical data size and complexity, using the Hierarchical Data Format, version 5 (HDF5) format (Wise et al. 2011). NRAO, LOFAR and VAO have joined forces with The HDF Group to write an NSF grant, requesting funding to assist in the effort. This paper briefly summarizes our motivation for the proposed project, an outline of the project itself, and some of the material discussed at the ADASS Birds of a Feather (BoF) discussion. Topics of discussion included: community experiences with HDF5 and other file formats; toolsets which exist and/or can be adapted for HDF5; a call for development towards visualizing large (> 1 TB) image cubes; and, general lessons learned from working with large and complex data.

Lessons Learned about Assessment from Inclusion of Students with Disabilities in College and Career Ready Assessments

ERIC Educational Resources Information Center

Lazarus, Sheryl S.; Heritage, Margaret

2016-01-01

The new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in several states indicate that students with disabilities adjusted well to the new assessments, and liked many of their features, but that there also are…

Profile of NASA software engineering: Lessons learned from building the baseline

NASA Technical Reports Server (NTRS)

Hall, Dana; Mcgarry, Frank

1993-01-01

It is critically important in any improvement activity to first understand the organization's current status, strengths, and weaknesses and, only after that understanding is achieved, examine and implement promising improvements. This fundamental rule is certainly true for an organization seeking to further its software viability and effectiveness. This paper addresses the role of the organizational process baseline in a software improvement effort and the lessons we learned assembling such an understanding for NASA overall and for the NASA Goddard Space Flight Center in particular. We discuss important, core data that must be captured and contrast that with our experience in actually finding such information. Our baselining efforts have evolved into a set of data gathering, analysis, and crosschecking techniques and information presentation formats that may prove useful to others seeking to establish similar baselines for their organization.

Flipped Learning, MOOCs and Learning Analytics: Lessons learnt from a Web Map Design course redesign

NASA Astrophysics Data System (ADS)

Treves, R.

2013-12-01

Five weeks content of a 12 week course in web map design were converted to 'flipped learning': Lecture sessions were replaced by online short video lectures and multiple choice questions to be completed outside class. Class time was taken up with activities and exercises linked to the online learning. Students use of the online content was carefully tracked and detailed student feedback gathered. The response from students was good, 90% of them completed all the out of class activities and their feedback was very positive. The format has the advantage of being easily repurposed as a MOOC or scaled up in other ways. Lessons learnt from the implementation of the materials and the analysis of the VLE logs will be discussed as will ongoing efforts to reuse the materials in a MOOC.

A Successful Collaborative: Scientists and Middle School Teachers!

NASA Astrophysics Data System (ADS)

Walker, S. H.; Brown, S. A.; Culipher-Ross, S.; Spranger, M.; Dindo, J.; Tinnin, R.; Kastler, J.; Brook, R. D.; Bishop, T.; Tuddenham, P.

2004-12-01

This NSF/ONR-NOPP/NOAA-Sea Grant funded Center for Ocean Sciences Education Excellence:Central Gulf Of Mexico (COSEE:CGOM) presentation will review "best practices" and lessons learned in a successful ocean sciences and science education based graduate course, offered in a face-to-face and online format. Implementation strategies which will be discussed include: participant recruitment, the "face to face" and online graduate course infrastructure, as well as teachers-to-sea, website development, and cognitive and affective formation and summative evaluations. This COSEE:CGOM effort is helping research scientists meet the "broader impact" requirement being mandated by many funding agencies. Various URLs will also be provided to attendees.

Facilitating evaluations of innovative, competence-based assessments: creating understanding and involving multiple stakeholders.

PubMed

Gulikers, Judith T M; Baartman, Liesbeth K J; Biemans, Harm J A

2010-05-01

Schools are held more responsible for evaluating, quality assuring and improving their student assessments. Teachers' lack of understanding of new, competence-based assessments as well as the lack of key stakeholders' involvement, hamper effective and efficient self-evaluations by teachers of innovative, competence-based assessments (CBAs). While evaluating two CBAs in Agricultural Vocational Education and Training institutions, two interventions in the evaluation process aimed to tackle these problems were examined: (1) starting with explicating the CBA in the teacher team using a concrete explication format and (2) qualitatively involving key stakeholders (i.e., teachers, students and employers) in the evaluation of the CBA through mixed-group interviews. Quantitative and qualitative analysis, as well as stakeholders' perceptions are used to find indications for the added value of these interventions for evaluation and further improvement of the CBAs. Results show that external facilitation is needed to make both interventions work. However, under this condition, explicating the CBA led to more complete, concrete and shared understandings of the actual CBA among teachers and mixed-groups interviews resulted in more concrete and elaborate evaluations of the CBAs' quality and more ideas for improvement. Both interventions can facilitate building up elaborate, more valid and concrete arguments for CBA quality in self-evaluations, certainly in the case of evaluating innovative assessments. Lessons learned will provide guidelines for incorporating the interventions into other evaluations of innovative programs. Copyright 2009 Elsevier Ltd. All rights reserved.

Analysing teachers' operations when teaching students: what constitutes scientific theories?

NASA Astrophysics Data System (ADS)

Holmqvist, Mona O.; Olander, Clas

2017-05-01

The aim of the study is to analyse teachers' efforts to develop secondary school students' knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev's three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers' (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students' needs and (2) the ways in which teachers' operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.

Short animation movies as advance organizers in physics teaching: a preliminary study

NASA Astrophysics Data System (ADS)

Koscianski, André; João Ribeiro, Rafael; Carvalho Rutz da Silva, Sani

2012-11-01

Background : Advance organizers are instructional materials that help students use previous knowledge to make links with new information. Short animation movies are a possible format and are well suited for physics, as they can portray dynamic phenomena and represent abstract concepts. Purpose : The study aimed to determine guidelines for the construction of an instructional short animation movie, with the role of an advance organizer. A film was created in order to evaluate the effectiveness of the approach, making part of a physics lesson and concerning the subject 'moment of a force'. Sample : The study took place in a Brazilian school in the city of Arapoti, in the south region of the country. Thirty-eight students participated, having an average age of 16 and following the third year of high school. Design and methods : Criteria drawn from a literature review directed the construction of the movie and the lesson. Data were collected using pre- and post-tests; registers of oral comments were also done during the class. The post-test included open-ended questions, allowing students to write remarks concerning the lesson and the animation. Conclusions : The article describes steps and guidelines to orient the process of designing an animation movie with the role of advance organizer. Data indicated that the movie facilitated the construction of links between pre-existent knowledge and the new information presented in the lesson. The proposed methodology can be considered a valid framework to derive similar approaches.

Assessing environmental impacts of offshore wind farms: lessons learned and recommendations for the future.

PubMed

Bailey, Helen; Brookes, Kate L; Thompson, Paul M

2014-01-01

Offshore wind power provides a valuable source of renewable energy that can help reduce carbon emissions. Technological advances are allowing higher capacity turbines to be installed and in deeper water, but there is still much that is unknown about the effects on the environment. Here we describe the lessons learned based on the recent literature and our experience with assessing impacts of offshore wind developments on marine mammals and seabirds, and make recommendations for future monitoring and assessment as interest in offshore wind energy grows around the world. The four key lessons learned that we discuss are: 1) Identifying the area over which biological effects may occur to inform baseline data collection and determining the connectivity between key populations and proposed wind energy sites, 2) The need to put impacts into a population level context to determine whether they are biologically significant, 3) Measuring responses to wind farm construction and operation to determine disturbance effects and avoidance responses, and 4) Learn from other industries to inform risk assessments and the effectiveness of mitigation measures. As the number and size of offshore wind developments increases, there will be a growing need to consider the population level consequences and cumulative impacts of these activities on marine species. Strategically targeted data collection and modeling aimed at answering questions for the consenting process will also allow regulators to make decisions based on the best available information, and achieve a balance between climate change targets and environmental legislation.

Assessing environmental impacts of offshore wind farms: lessons learned and recommendations for the future

PubMed Central

2014-01-01

Offshore wind power provides a valuable source of renewable energy that can help reduce carbon emissions. Technological advances are allowing higher capacity turbines to be installed and in deeper water, but there is still much that is unknown about the effects on the environment. Here we describe the lessons learned based on the recent literature and our experience with assessing impacts of offshore wind developments on marine mammals and seabirds, and make recommendations for future monitoring and assessment as interest in offshore wind energy grows around the world. The four key lessons learned that we discuss are: 1) Identifying the area over which biological effects may occur to inform baseline data collection and determining the connectivity between key populations and proposed wind energy sites, 2) The need to put impacts into a population level context to determine whether they are biologically significant, 3) Measuring responses to wind farm construction and operation to determine disturbance effects and avoidance responses, and 4) Learn from other industries to inform risk assessments and the effectiveness of mitigation measures. As the number and size of offshore wind developments increases, there will be a growing need to consider the population level consequences and cumulative impacts of these activities on marine species. Strategically targeted data collection and modeling aimed at answering questions for the consenting process will also allow regulators to make decisions based on the best available information, and achieve a balance between climate change targets and environmental legislation. PMID:25250175

You plan, you test and then it happens: Lessons learned from the Schneider warehouse tornado recovery.

PubMed

Marotz, William T

2017-12-01

This paper is about the experience gained and lessons learned while dealing with the long-term recovery of Schneider's Port Logistics Division following extensive damage to three warehouse/ office facilities in Savannah, GA on 25th April, 2015. This paper will provide insight into how the initial assessments were handled, how the skill sets needed by the response teams were determined, and what further actions were triggered as more detailed information was received and assessed by the leadership team. This paper will also provide information as to how closely the company followed its existing contingency and disaster recovery plans, as well as where those plans fell short and where it was necessary to make adjustments as the recovery progressed.

Continuing education to go: capacity building in psychotherapies for front-line mental health workers in underserviced communities.

PubMed

Ravitz, Paula; Cooke, Robert G; Mitchell, Scott; Reeves, Scott; Teshima, John; Lokuge, Bhadra; Lawson, Andrea; McNaughton, Nancy; Skinner, Wayne; Cooper, Carolynne; Fefergrad, Mark; Zaretsky, Ari

2013-06-01

To address the gaps between need and access, and between treatment guidelines and their implementation for mental illness, through capacity building of front-line health workers. Following a learning needs assessment, work-based continuing education courses in evidence-supported psychotherapies were developed for front-line workers in underserviced community settings. The 5-hour courses on the fundamentals of cognitive-behavioural therapy, interpersonal psychotherapy, motivational interviewing, and dialectical behaviour therapy each included videotaped captioned simulations, interactive lesson plans, and clinical practice behaviour reminders. Two courses, sequentially offered in 7 underserviced settings, were subjected to a mixed methods evaluation. Ninety-three nonmedical front-line workers enrolled in the program. Repeated measures analysis of variance was used to assess pre- and postintervention changes in knowledge and self-efficacy. Qualitative data from 5 semistructured focus groups with 25 participants were also analyzed. Significant pre- and postintervention changes in knowledge (P < 0.001) were found in course completers. Counselling self-efficacy improved in participants who took the first course offered (P = 0.001). Dropouts were much less frequent in peer-led, small-group learning than in a self-directed format. Qualitative analysis revealed improved confidence, morale, self-reported practice behaviour changes, and increased comfort in working with difficult clients. This work-based, multimodal, interactive, interprofessional curriculum for knowledge translation of psychotherapeutic techniques is feasible and helpful. A peer-led group format is preferred over self-directed learning. Its application can build capacity of front-line health workers in helping patients who suffer from common mental disorders.

Case study of how successful coordination was achieved between a mental health and social care service in Sweden.

PubMed

Hansson, Johan; Øvretveit, John; Brommels, Mats

2012-01-01

This paper summarises the findings from an empirical longitudinal study of a health and social care consortium for people with mental health problems in one area in Stockholm. The aim was to describe the formation and structure of coordination within the consortium, and to assess the intermediate impact on care processes and client outcomes. A multiple-method case study design, theoretically informed by the Pettigrew and Whipp model of strategic change (1993) was applied. Data was gathered from interviews with informants from different organisations at different times in the development of the consortium, and from administrative documents, plans and service statistics showing some of the intermediate changes and client outcomes. The findings revealed activities and factors both helping and hindering the formation of coordination arrangements. One of the most significant hindering factors was the central county purchasing organisation focusing more on volume and costs, with payments for specific units and services, and with less emphasis on quality of the services. Few studies have described implementation of changes to improve coordination with reference to context over a long period of time, as well as assessing different results. This study contributes to knowledge about improved methods for this type of research, as well as knowledge about developing coordination between public health and welfare services. One lesson for the current policy is that, where full structural integration is not possible, then client-level coordination roles in each sector are useful to connect sector services for shared clients. Copyright © 2011 John Wiley & Sons, Ltd.

Multicultural Counseling Competencies: Lessons from Assessment

ERIC Educational Resources Information Center

Kitaoka, Sean Kia i

2005-01-01

This article addresses multicultural counseling competencies from the perspective of quantitative assessment. A conceptual review of the current measures identifies 4 relevant issues: (a) diverse factor structures, (b) the working definition of multicultural awareness, (c) test takers' frame of reference, and (d) the implications of an inclusive…

Transboundary environmental assessment: lessons from OTAG. The Ozone Transport Assessment Group.

PubMed

Farrell, Alexander E; Keating, Terry J

2002-06-15

The nature and role of assessments in creating policy for transboundary environmental problems is discussed. Transboundary environmental problems are particularly difficult to deal with because they typically require cooperation among independent political jurisdictions (e.g., states or nations) which face differing costs and benefits and which often have different technical capabilities and different interests. In particular, transboundary pollution issues generally involve the problem of an upstream source and a downstream receptor on opposite sides of a relevant political boundary, making it difficult for the jurisdiction containing the receptor to obtain relief from the pollution problem. The Ozone Transport Assessment Group (OTAG) addressed such a transboundary problem: the long-range transport of tropospheric ozone (i.e., photochemical smog) across the eastern United States. The evolution of the science and policy that led to OTAG, the OTAG process, and its outcomes are presented. Lessons that are available to be learned from the OTAG experience, particularly for addressing similar transboundary problems such as regional haze, are discussed.

Fifteen years of portfolio assessment of dental hygiene student competency: lessons learned.

PubMed

Gadbury-Amyot, Cynthia C; Bray, Kimberly Krust; Austin, Kylie J

2014-10-01

Adoption of portfolio assessment in the educational environment is gaining attention as a means to incorporate self-assessment into the curriculum and to use evidence to support learning outcomes and to demonstrate competency. Portfolios provide a medium for students to demonstrate and document their personal and professional growth across the curriculum. The purpose of this literature review is to discuss the drivers for portfolio education, the benefits to both students and program faculty/administrators, the barriers associated with portfolio use, and suggested solutions that have been determined through several years of "lessons learned." The University of Missouri Kansas City School of Dentistry, Division of Dental Hygiene department has been utilizing portfolio assessment for over 15 years and has collected data related to portfolio performance since 2001. Results from correlational statistics calculated on the 312 dental hygiene students that graduated from 2001 to 2013 demonstrate a positive and significant relationship between portfolio performance and overall GPA as well as portfolio performance and NBDHE scores. Copyright © 2014 The American Dental Hygienists’ Association.

The metaphysical lessons of synthetic biology and neuroscience.

PubMed

Baertschi, Bernard

2015-01-01

In this paper, I examine some important metaphysical lessons that are often presented as derived from two new scientific disciplines: synthetic biology and neuroscience. I analyse four of them: the nature of life, the existence of a soul (the mind-body problem), personhood, and free will. Many caveats are in order, and each 'advance' or each case should be assessed for itself. I conclude that a main lesson can nevertheless be learned: in conjunction with modern science, neuroscience and synthetic biology allow us to enrich old metaphysical debates, to deepen and even renew them. In particular, it becomes less and less plausible to consider life, mind, person, and agency as non-natural or non-physical entities. Copyright © 2015 Académie des sciences. Published by Elsevier SAS. All rights reserved.

New safety rules challenge U. K. operators, regulators

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hudson, J.

1994-08-15

Offshore safety regulations based on lessons learned from the Piper Alpha blast of 1988 have been in operation in the U.K. for a year. The Offshore Installations (Safety Case) Regulations 1992 make operators of fixed and mobile installations (the duty holders'') responsible for producing a formal safety assessment, or safety case, for each installation. After the end of November 1995 it will be an offense to operate an installation without a safety case which has been approved by the government's Health and Safety Executive (HSE). Producing safety cases for installations is a major task for duty holder, while assessing themmore » is a huge under taking for HSE's Offshore Safety Division (OSD). This paper reviews how HSE has established management arrangements to handle safety cases, considers progress in assessment, highlights some of the important lessons learned, and look to the future.« less

ISO 19115 Experiences in NASA's Earth Observing System (EOS) ClearingHOuse (ECHO)

NASA Astrophysics Data System (ADS)

Cechini, M. F.; Mitchell, A.

2011-12-01

Metadata is an important entity in the process of cataloging, discovering, and describing earth science data. As science research and the gathered data increases in complexity, so does the complexity and importance of descriptive metadata. To meet these growing needs, the metadata models required utilize richer and more mature metadata attributes. Categorizing, standardizing, and promulgating these metadata models to a politically, geographically, and scientifically diverse community is a difficult process. An integral component of metadata management within NASA's Earth Observing System Data and Information System (EOSDIS) is the Earth Observing System (EOS) ClearingHOuse (ECHO). ECHO is the core metadata repository for the EOSDIS data centers providing a centralized mechanism for metadata and data discovery and retrieval. ECHO has undertaken an internal restructuring to meet the changing needs of scientists, the consistent advancement in technology, and the advent of new standards such as ISO 19115. These improvements were based on the following tenets for data discovery and retrieval: + There exists a set of 'core' metadata fields recommended for data discovery. + There exists a set of users who will require the entire metadata record for advanced analysis. + There exists a set of users who will require a 'core' set metadata fields for discovery only. + There will never be a cessation of new formats or a total retirement of all old formats. + Users should be presented metadata in a consistent format of their choosing. In order to address the previously listed items, ECHO's new metadata processing paradigm utilizes the following approach: + Identify a cross-format set of 'core' metadata fields necessary for discovery. + Implement format-specific indexers to extract the 'core' metadata fields into an optimized query capability. + Archive the original metadata in its entirety for presentation to users requiring the full record. + Provide on-demand translation of 'core' metadata to any supported result format. Lessons learned by the ECHO team while implementing its new metadata approach to support usage of the ISO 19115 standard will be presented. These lessons learned highlight some discovered strengths and weaknesses in the ISO 19115 standard as it is introduced to an existing metadata processing system.

Student Engagement with Assessment and Feedback: Some Lessons from Short-Answer Free-Text E-Assessment Questions

ERIC Educational Resources Information Center

Jordan, Sally

2012-01-01

Students were observed directly, in a usability laboratory, and indirectly, by means of an extensive evaluation of responses, as they attempted interactive computer-marked assessment questions that required free-text responses of up to 20 words and as they amended their responses after receiving feedback. This provided more general insight into…

Building Valued-Added Assessment into Michigan's Accountability System: Lessons from Other States. Research Report 1

ERIC Educational Resources Information Center

Lee, Kwangyhuyn; Weimer, Debbi

2002-01-01

Michigan is designing a new accountability system that combines high standards and statewide testing within a school accreditation framework. Sound assessment techniques are critical if the accountability system is to provide relevant information to schools and policymakers. One important component of a sound assessment system is measurement of…

WAVE~Ripples for Change Obesity Two-Year Intervention in High School Soccer Players: Process Evaluation, Best Practices, and Youth Engagement.

PubMed

Meng, Yu; Wong, Siew Sun; Manore, Melinda M; Patton-López, Mēgan

2018-06-01

This paper reports the process data on program fidelity, best practices for intervention implementation, youth and coach engagement, and youth application of knowledge and skills for the two-year WAVE~Ripples for Change (WAVE) obesity prevention intervention program focused on healthy eating, physical activity, and life skills with high school (HS) soccer players aged 14⁻19 years. Internal (staff: n = 7; volunteers: n = 27) and external (youth: n = 100; coaches: n = 9) stakeholders were interviewed/ surveyed. Staff rated program fidelity as high (94%), as did volunteers (85%). Best practices included coach encouragement for athlete participation, use of on-line consent for enrollment, building relationships with HS staff to complete assessments, sending text reminders, and providing incentives. Study results showed an enrollment rate of 72%, completion of baseline assessments of 89⁻98%, attendance of sports nutrition lessons in Year 1 and Year 2 of 90% and 39%, respectively, and team-building workshop (TBW) attendance of 25⁻31%. Activities exceeding youth expectations (>90%) included, (1) activities with their soccer team; (2) the TBW-cooking; and (3) sports nutrition lessons. The obesity prevention skills most applied by youth were obtained from the TBW-gardening and harvesting (49%), the TBW-cooking (43%), and sports nutrition lessons (44%). Coaches also rated the sports nutrition lessons highly and reported increased awareness for hydration/fueling during sport by the athletes. Using sport teams/clubs to engage youth in obesity prevention is a feasible model for future study.

Approaches of Elementary School Students towards the Lesson of Ataturk's Principles and History of Turkish Revolution of the Turkish Republic (Sample of Kirsehir)

ERIC Educational Resources Information Center

Bolat, Bengul Salman

2013-01-01

It can be said that French Revolution, which broke out in 1789, affected Europe deeply in freedom, equality, and particularly with the ideas of nationalism. New values were introduced with the nationalism. With the new symbols, national states sought to give the community a new identity. Within this new formation, political powers in the adoption…

Ecological lessons from long-term studies in experimental forests: ponderosa pine silviculture at Pringle Falls Experimental Forest, central Oregon

Treesearch

Andrew. Youngblood

2011-01-01

The United States Department of Agriculture (USDA) Forest Service celebrated the 100th anniversary of its network of experimental forests in 2008. For a century, the network of experimental forests have contributed immensely, both in the US and around the world, to the practical understanding of the environment and to the formation of management approaches and policies...

Interactive Multimedia Instruction for Training Self-Directed Learning Techniques

DTIC Science & Technology

2016-06-01

feedback and input on the content, format, and pedagogical approach of the lesson. This survey could be e-mailed to the principal ARI researcher for...peers in self-directed learning. Some examples of the metaphorical relationships and common examples woven into this IMI are identified in Table 1...20 Table 1 Metaphorical Relationships and Illustrations Used in Self-Directed Learning Training Military or Common Example Self-Directed

Life Styles of African Women [And] A Swimming Pool for Mansa Musa's Wife [And] A Yoruba Naming Ceremony [And] Metropolis: African and American Style. Mini-Modules.

ERIC Educational Resources Information Center

African-American Inst., New York, NY. School Services Div.

Four modules dealing with African culture are combined in this document. The first module discusses various life-styles of African women, including warrior, queen, ruler, and matriarch. A lesson plan uses a question-and-answer format to encourage discussion of the effects of tradition, society, and nation upon African women. Questions asked…

Research Brief--Effects of An Experimental Program on the Quality of Children's Art and Concept Attainment Using a Synthesis of Japanese Music and Art Education Methods.

ERIC Educational Resources Information Center

Platten, Marvin R.; Arimitsu, Tokuroh

1982-01-01

American 4-, 5-, and 6-year-old children participated in an art program synthesizing the Suzuki Music method and an art instruction method developed by Yoshio Tamano. Children receiving the self-paced art lessons at home gained more in concept formation and painting skill than did a control group. (PP)

Community-based approaches to strategic environmental assessment: Lessons from Costa Rica

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sinclair, A. John; Sims, Laura; Spaling, Harry

This paper describes a community-based approach to strategic environmental assessment (SEA) using a case study of the Instituto Costarricense de Electricidad's (ICE) watershed management agricultural program (WMAP) in Costa Rica. The approach focused on four highly interactive workshops that used visioning, brainstorming and critical reflection exercises. Each workshop represented a critical step in the SEA process. Through this approach, communities in two rural watersheds assessed the environmental, social and economic impacts of a proposed second phase for WMAP. Lessons from this community-based approach to strategic environmental assessment include a recognition of participants learning what a participatory SEA is conceptually andmore » methodologically; the role of interactive techniques for identifying positive and negative impacts of the proposed program and generating creative mitigation strategies; the effect of workshops in reducing power differentials among program participants (proponent, communities, government agencies); and, the logistical importance of notice, timing and location for meaningful participation. The community-based approach to SEA offers considerable potential for assessing regional (watershed) development programs focused on sustainable resource-based livelihoods.« less

Lessons Learned Implementing DOORS in a Citrix Environment

NASA Technical Reports Server (NTRS)

Bussman, Marie

2005-01-01

NASA's James Web Space Telescope (JWST) Project is a large multi-national project with geographically dispersed contractors that all need access to the Projects requirement database. Initially, the project utilized multiple DOORS databases with the built-in partitions feature to exchange modules amongst the various contractor sites. As the requirements databases matured the use of partitions became extremely difficult. There have been many issues such as incompatible versions of DOORS, inefficient mechanism for sharing modules, security concerns, performance issues, and inconsistent document import and export formats. Deployment of the client software with limited IT resources available was also an issue. The solution chosen by JWST was to integrate the use of a Citrix environment with the DOORS database to address most of the project concerns. The use of the Citrix solution allowed a single Requirements database in a secure environment via a web interface. The Citrix environment allows JWST to upgrade to the most current version of DOORS without having to coordinate multiple sites and user upgrades. The single requirements database eliminates a multitude of Configuration Management concerns and facilitated the standardization of documentation formats. This paper discusses the obstacles and the lessons learned throughout the installation, implementation, usage and deployment process of a centralized DOORS database solution.

Approaches for assessing risks to sensitive populations: Lessons learned from evaluating risks in the pediatric populations*

EPA Science Inventory

Assessing the risk profiles of potentially sensitive populations requires a 'tool chest' of methodological approaches to adequately characterize and evaluate these populations. At present, there is an extensive body of literature on methodologies that apply to the evaluation of...

Assessing Environmental Impact: A Secondary School Learning Activity

ERIC Educational Resources Information Center

Nous, Albert P.

This packet contains information on teaching about environmental impact. Background information is included on the role of environmental impact on our society and environmental risk is also discussed. Environmental impacts are studied using Stages of Assessment. Learning activities and seven lesson plans include: (1) "The Community…

Lessons learned from the USEPA Environmental Monitoring and Assessment Program for Great River Ecosystems

EPA Science Inventory

We assessed the North American mid-continent great rivers (Upper Mississippi, Missouri, and Ohio). We estimated the extent of each river in most (MDC) or least-disturbed condition (LDC) based on multiple biological response indicators (fish and macroinvertebrates, trophic state ...

Assessment of Continuing Interprofessional Education: Lessons Learned

ERIC Educational Resources Information Center

Simmons, Brian; Wagner, Susan

2009-01-01

Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Miller, Charles Frederick

Lessons learned are more in vogue today than at any time in our history. You can’t tune into a news broadcast without hearing a reference to the concept – and for good reason. People are finally accepting the idea that they may be able to benefit from the experiences of others. Corporations, government departments, and even the military are actively using lessons learned information to help them to achieve their varied goals. The Department of Energy is one of the government departments that has a Lessons Learned Program and requires its contractors to develop a program of their own. Unfortunately,more » adequate guidance is not available to enable contractors to design a fully mature program (i.e., a program that will immediately meet their every need) and to ensure that it is implemented such that it will be deemed acceptable during subsequent assessments. The purpose of this paper is to present the reader with information that might help him or her better plan and develop a new or upgraded Lessons Learned Program. The information is based on the actual development and implementation of a “second generation” lessons learned program and is presented as a chronicle of the steps taken to build the rudimentary system and the subsequent events and problems that led to the programs present-day configuration.« less

Cities and Calamities: Learning from Post-Disaster Response in Indonesia

PubMed Central

2007-01-01

The article examines the post-disaster response to recent urban-centered calamities in Indonesia, extracting lessons learned and identifying specific implications for public health. Brief background information is provided on the December 2004 tsunami and earthquakes in Aceh and Nias and the May 2006 earthquake in Yogyakarta and Central Java provinces. Another brief section summarizes the post-disaster response to both events, covering relief and recovery efforts. Lessons that have been learned from the post-disaster response are summarized, including: (a) lessons that apply primarily to the relief phase; (b) lessons for rehabilitation and reconstruction; (c) do’s and don’ts; (d) city-specific observations. Finally, several implications for urban public health are drawn from the experiences to address health inequities in the aftermath of disasters. An initial implication is the importance of undertaking a serious assessment of health sector damages and needs shortly following the disaster. Then, there is a need to distinguish between different types of interventions and concerns during the humanitarian (relief) and recovery phases. As recovery proceeds, it is important to incorporate disaster preparation and prevention into the overall reconstruction effort. Lastly, both relief and recovery efforts must pay special attention to the needs of vulnerable groups. In conclusion, these lessons are likely to be increasingly relevant as the risk of urban-centered disasters increases. PMID:17356900

Validation of an observation tool to assess physical activity-promoting physical education lessons in high schools: SOFIT.

PubMed

Fairclough, Stuart J; Weaver, R Glenn; Johnson, Siobhan; Rawlinson, Jack

2018-05-01

SOFIT+ is an observation tool to measure teacher practices related to moderate-to-vigorous physical activity (MVPA) promotion during physical education (PE). The objective of the study was to examine the validity of SOFIT+ during high school PE lessons. This cross-sectional, observational study tested the construct validity of SOFIT+ in boys' and girls' high school PE lessons. Twenty-one PE lessons were video-recorded and retrospectively coded using SOFIT+. Students wore hip-mounted accelerometers during lessons as an objective measure of MVPA. Multinomial logistic regression was used to estimate the likelihood of students engaging in MVPA during different teacher practices represented by observed individual codes and a combined SOFIT+ index-score. Fourteen individual SOFIT+ variables demonstrated a statistically significant relationship with girls' and boys' MVPA. Observed lesson segments identified as high MVPA-promoting were related to an increased likelihood of girls engaging in 5-10 (OR=2.86 [95% CI 2.41-3.40]), 15-25 (OR=7.41 [95% CI 6.05-9.06]), and 30-40 (OR=22.70 [95% CI 16.97-30.37])s of MVPA. For boys, observed high-MVPA promoting segments were related to an increased likelihood of engaging in 5-10 (OR=1.71 [95% CI 1.45-2.01]), 15-25 (OR=2.69 [95% CI 2.31-3.13]) and 30-40 (OR=4.26 [95% CI 3.44-5.29])s of MVPA. Teacher practices during high school PE lessons are significantly related to students' participation in MVPA. SOFIT+ is a valid and reliable tool to examine relationships between PE teacher practices and student MVPA during PE. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Еvaluation of health status of children attending primary schools with different organization of physical education lessons

PubMed

Kondratiuk, Oleksandra S.; Korshun, Maria M.; Garkavyi, Serhii I.; Garkavyi, Serhii S.

2018-01-01

The mandatory swimming lesson in primary schools, equipped with swimming pools, was introduced without studying of its health-saving effectiveness. The purpose of this study was to evaluate the health status of pupils studying in schools with different organization of physical education lessons. Cross-sectional study was organized in two schools with different organization of physical education lessons. The experimental group (E) consisted of 408 children of 1‑4 year of study (210 girls and 198 boys) who during one of the lessons of physical education were engaged in swimming in the school basin. Control group (C) consisted of 279 primary school children (210 girls and 156 boys) from a neighboring educational institution where all physical education lessons were organized in the gym. The health status was evaluated using classical method of complex assessment of the state of health with the subsequent assignment of each child to one of the health groups. In result of evaluation of state of health there was established that among pupils from E group the proportion of boys with harmonious anthropometric parameters is higher (p<0.05), children from this group are stronger than C group (p<0.05). The prevalence of diseases of the musculoskeletal system and the eyes among pupils in E group was lower comparing to the C group (p<0.01). In the E group percentage of pupils assigned to health group I was significantly higher and lower for the II (children with some morpho-functional abnormalities) comparing to the C group. Organization of one mandatory swimming lesson per week in primary school has positive effect on health status of children.

From the teachers' eyes: An ethnographic-case study on developing models of Informal Formative Assessments (IFA) and understanding the challenges to effective implementation in science classrooms

NASA Astrophysics Data System (ADS)

Sezen, Asli

The emphasis on socio-cultural theories of learning has required the understanding of multi-dimensional, dynamic and social nature of acquiring the scientific knowledge and practices. Recent policy documents suggest a focus on formative and dynamic assessment practices that will help understand and improve the complex nature of scientific learning in classrooms. This study focuses on teachers' use of "Informal Formative Assessments (IFA)" aimed at improving students' learning and teachers' frequent recognition of students' learning process. The study was designed as an ethnographic case study of four middle school teachers and their students at a local charter school. The data of the study included (a) teachers' responses to history of teaching questionnaire (b) video and audio records of teachers' assessment practices during two different scientific projects (c) video and audio records of ethnographic interviews with teachers during their reflections on their practices, and (d) field notes taken by the researcher to understand the assessment culture of the school. The analytical tools from sociolinguistics (e.g., transcripts and event maps) were prepared and discourse analysis based in an ethnographic perspective was used to analyze the data. Moreover, Cultural-Historical Activity Theory (CHAT) was also introduced as an alternative data analysis framework for understanding the role of division of labor among the elements of the community on the challenges and the outcomes of IFA practices. The findings from the analysis of the classroom discourse showed three different types of IFA cycles: connected, non-connected, and repeating. The analysis of the teachers' reflections showed that the effectiveness of these cycles did not only depend on whether the cycles were connected, but also on other variables such as the phase of the lessons and student's identities and abilities. Teachers' reflections during researcher-teacher meetings on the concept and the aims of IFA improved through the use of academic literature on IFA and video-cases of their own practice. Teachers also reflected on the challenges for effective implementations of IFA and they emphasized challenges due to the division of labor among the classroom participants and the open nature of scientific knowledge. Through participation in the study, the teachers helped develop an IFA model for middle school science classrooms designed to capture the complex nature of teacher-student interaction. This model can be used for further analysis of IFA activity and professional development activities focused on assessment practices.

Validation of electronic medical record-based phenotyping algorithms: results and lessons learned from the eMERGE network.

PubMed

Newton, Katherine M; Peissig, Peggy L; Kho, Abel Ngo; Bielinski, Suzette J; Berg, Richard L; Choudhary, Vidhu; Basford, Melissa; Chute, Christopher G; Kullo, Iftikhar J; Li, Rongling; Pacheco, Jennifer A; Rasmussen, Luke V; Spangler, Leslie; Denny, Joshua C

2013-06-01

Genetic studies require precise phenotype definitions, but electronic medical record (EMR) phenotype data are recorded inconsistently and in a variety of formats. To present lessons learned about validation of EMR-based phenotypes from the Electronic Medical Records and Genomics (eMERGE) studies. The eMERGE network created and validated 13 EMR-derived phenotype algorithms. Network sites are Group Health, Marshfield Clinic, Mayo Clinic, Northwestern University, and Vanderbilt University. By validating EMR-derived phenotypes we learned that: (1) multisite validation improves phenotype algorithm accuracy; (2) targets for validation should be carefully considered and defined; (3) specifying time frames for review of variables eases validation time and improves accuracy; (4) using repeated measures requires defining the relevant time period and specifying the most meaningful value to be studied; (5) patient movement in and out of the health plan (transience) can result in incomplete or fragmented data; (6) the review scope should be defined carefully; (7) particular care is required in combining EMR and research data; (8) medication data can be assessed using claims, medications dispensed, or medications prescribed; (9) algorithm development and validation work best as an iterative process; and (10) validation by content experts or structured chart review can provide accurate results. Despite the diverse structure of the five EMRs of the eMERGE sites, we developed, validated, and successfully deployed 13 electronic phenotype algorithms. Validation is a worthwhile process that not only measures phenotype performance but also strengthens phenotype algorithm definitions and enhances their inter-institutional sharing.

Education with Infrared Astronomy and Spitzer

NASA Astrophysics Data System (ADS)

Hemphill, Rosa; Blackwell, J. A.; Herrold, A.; Petroff, E.

2007-12-01

We present education and outreach results using our experiences involving the Spitzer Space Telescope project, Star Formation in High Redshift Clusters with Spitzer. The project is a collaboration between the Spitzer Science Center and the National Optical Astronomy Observatory. Using the Spitzer Space Telescope, we measured star formation rates in three galaxy clusters at intermediate redshifts. Six teachers were chosen for the program, each with an interest and involvement in astronomy education. From this project, lesson plans, public outreach, lectures and demonstrations were generated which better the understanding of infrared astronomy, multiwavelength astronomy, galaxy and star formation, and cosmology. The teacher mentors are Dr. Gregory Rudnick (NOAO), Dr. Rose Finn (Siena College), and Dr. Vandana Desai (Caltech). Please see the companion posters by Emily Petroff, Zak Schroeder, and Thomas Loughran, et al, for information concerning the science results.

Lessons Learned from an Industry, Government and University Collaboration to Restore Stream Habitats and Mitigate Effects

NASA Astrophysics Data System (ADS)

Jones, Nicholas E.; Scrimgeour, Garry J.; Tonn, William M.

2017-01-01

Restoration ecologists conduct both basic and applied research using a diversity of funding and collaborative models. Over the last 17 years we have assessed the effectiveness of a stream compensation project in Canada's north, where an independent university-based research program was a condition of the regulatory approval process. This resulted in a non-traditional university-government-industry partnership. Here we share seven lessons that we learned from our collective experiences with the research partnership and use the Ekati diamond mine as a case study to illustrate and support lessons learned. Our advice includes opinions on the importance of: engaging collaborators early, defining roles and responsibilities, data sharing and standardization, the use of natural streams to set restoration targets, expect setbacks and surprises, treating restoration as an opportunity to experiment, and how to define success. Many of the lessons learned are broadly applicable to those whom embark on research collaborations among industry, universities, and consulting companies within a regulatory framework and may be of particular value to collaborators in early stages of their career.

An Approach for Integrating Toxicogenomic Data in Risk Assessment: The Dibutyl Phthalate Case Study

EPA Science Inventory

An approach for evaluating and integrating genomic data in chemical risk assessment was developed based on the lessons learned from performing a case study for the chemical dibutyl phthalate. A case study prototype approach was first developed in accordance with EPA guidance and ...

Evaluating a Cross-Continent EU Simulation

ERIC Educational Resources Information Center

Jones, Rebecca

2008-01-01

Assessment of learning outcomes and evaluation of teaching methods are necessary in order to ensure that students are learning the lessons that faculty believe they are conveying. Quantitative data on the effectiveness of various pedagogical methods allows faculty to make adjustments to classes over time. Regular assessment of student learning…

Service-Learning and Learning Communities: Tools for Integration and Assessment.

ERIC Educational Resources Information Center

Oates, Karen K.; Leavitt, Lynn H.

This publication attempts to provide fundamental theory about service-learning and learning communities, along with descriptions of best practices, lessons learned, and assessment strategies. The text is designed to provide resources to help readers offer service-learning experiences for their students. Learning communities are now commonly…

Approaches for Assessing Risks to Sensitive Populations: Lessons Learned from Evaluating Risks in the Pediatric Population

EPA Science Inventory

Assessing the risk profiles of potentially sensitive populations requires a "tool chest" of methodological approaches to adequately characterize and evaluate these populations. At present, there is an extensive body of literature on methodologies that apply to the evaluation of t...

The Consequences of edTPA

ERIC Educational Resources Information Center

Greenblatt, Deborah

2016-01-01

States and teacher preparation programs across the country are increasingly using a teacher candidate assessment called edTPA. The purpose? To make sure that teacher candidates are ready and able to teach before they begin their careers. The teacher performance assessment requires candidates to compile a portfolio that consists of lesson plans,…