Instructional Set, Deep Relaxation and Growth Enhancement: A Pilot Study

ERIC Educational Resources Information Center

Leeb, Charles; And Others

1976-01-01

This study provides experimental evidence that instructional set can influence access to altered states of consciousness. Fifteen male subjects were randomly assigned to three groups, each of which received the same autogenic biofeedback training in hand temperature control, but each group received a different attitudinal set. (Editor)

Effects of an Integrated Physical Education/Music Program in Changing Early Childhood Perceptual-Motor Performance.

ERIC Educational Resources Information Center

Brown, Judy; And Others

1981-01-01

Two approaches to facilitating perceptual-motor development in children ages 4-6 were investigated. Fifteen children (the experimental group) received integrated physical education/music instruction based on Kodaly and Dalcroze (Eurhythmics) concepts. The control group received movement exploration and self-testing instruction. Significant…

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Cost-Benefit Analysis for ECIA Chapter 1 and State DPPF Programs Comparing Groups Receiving Regular Program Instruction and Groups Receiving Computer Assisted Instruction/Computer Management System (CAI/CMS). 1986-87.

ERIC Educational Resources Information Center

Chamberlain, Ed

A cost benefit study was conducted to determine the effectiveness of a computer assisted instruction/computer management system (CAI/CMS) as an alternative to conventional methods of teaching reading within Chapter 1 and DPPF funded programs of the Columbus (Ohio) Public Schools. The Chapter 1 funded Compensatory Language Experiences and Reading…

Delivery of Instructions via Mobile Social Media App Increases Quality of Bowel Preparation.

PubMed

Kang, Xiaoyu; Zhao, Lina; Leung, Felix; Luo, Hui; Wang, Limei; Wu, Ji; Guo, Xiaoyang; Wang, Xiangping; Zhang, Linhui; Hui, Na; Tao, Qin; Jia, Hui; Liu, Zhiguo; Chen, Zhangqin; Liu, Junjun; Wu, Kaichun; Fan, Daiming; Pan, Yanglin; Guo, Xuegang

2016-03-01

Bowel preparation is closely linked to the quality of colonoscopy. We investigated whether delivery of instructions via a social media app increases the quality of colonoscopy by improving adequacy of bowel preparation. We performed a prospective study at 3 endoscopic centers in China of 770 colonoscopy outpatients (18-80 years old) with convenient access to Wechat (a widely used mobile social media app) from May through November 2014. Patients were randomly assigned to groups that received standard education along with delivery of interactive information via Wechat (n = 387) or standard education (controls, n = 383). The primary outcome was proportion of patients with adequate bowel preparation (Ottawa score <6). Secondary outcomes included rates of adenoma detection and cecal intubation, cecal intubation time, rates of incomplete compliance with instructions, and patient willingness to repeat bowel preparation. Demographic features were comparable between the groups. A higher proportion of patients in the group that received social media instruction had adequate bowel preparation than the control group (82.2% vs 69.5%, P < .001). Among patients with successful colonoscopies, the group that received social media instruction had lower mean total and segmental Ottawa scores (P < .05). A higher proportion of patients receiving social media instruction also had cecal intubation (97.2% vs 93.2% in controls, P = .014) and were found to have adenomas (18.6% vs 12.0% in controls, P = .012). Instruction via a mobile social media app, in conjunction with regular instruction, increases subjective measures of adequacy of bowel preparation. Use of the app significantly increased the proportion of patients with successful cecal intubation and in whom adenomas were detected, indicating increased quality of colonoscopy. ClinicalTrials.gov number: NCT02140827. Copyright © 2016 AGA Institute. Published by Elsevier Inc. All rights reserved.

Computer-associated health complaints and sources of ergonomic instructions in computer-related issues among Finnish adolescents: a cross-sectional study.

PubMed

Hakala, Paula T; Saarni, Lea A; Ketola, Ritva L; Rahkola, Erja T; Salminen, Jouko J; Rimpelä, Arja H

2010-01-11

The use of computers has increased among adolescents, as have musculoskeletal symptoms. There is evidence that these symptoms can be reduced through an ergonomics approach and through education. The purpose of this study was to examine where adolescents had received ergonomic instructions related to computer use, and whether receiving these instructions was associated with a reduced prevalence of computer-associated health complaints. Mailed survey with nationally representative sample of 12 to 18-year-old Finns in 2001 (n = 7292, response rate 70%). In total, 6961 youths reported using a computer. We tested the associations of computer use time and received ergonomic instructions (predictor variables) with computer-associated health complaints (outcome variables) using logistic regression analysis. To prevent computer-associated complaints, 61.2% reported having been instructed to arrange their desk/chair/screen in the right position, 71.5% to take rest breaks. The older age group (16-18 years) reported receiving instructions or being self-instructed more often than the 12- to 14-year-olds (p < 0.001). Among both age groups the sources of instructions included school (33.1%), family (28.6%), self (self-instructed) (12.5%), ICT-related (8.6%), friends (1.5%) and health professionals (0.8%). Receiving instructions was not related to lower prevalence of computer-associated health complaints. This report shows that ergonomic instructions on how to prevent computer-related musculoskeletal problems fail to reach a substantial number of children. Furthermore, the reported sources of instructions vary greatly in terms of reliability.

Computer-associated health complaints and sources of ergonomic instructions in computer-related issues among Finnish adolescents: A cross-sectional study

PubMed Central

2010-01-01

Background The use of computers has increased among adolescents, as have musculoskeletal symptoms. There is evidence that these symptoms can be reduced through an ergonomics approach and through education. The purpose of this study was to examine where adolescents had received ergonomic instructions related to computer use, and whether receiving these instructions was associated with a reduced prevalence of computer-associated health complaints. Methods Mailed survey with nationally representative sample of 12 to 18-year-old Finns in 2001 (n = 7292, response rate 70%). In total, 6961 youths reported using a computer. We tested the associations of computer use time and received ergonomic instructions (predictor variables) with computer-associated health complaints (outcome variables) using logistic regression analysis. Results To prevent computer-associated complaints, 61.2% reported having been instructed to arrange their desk/chair/screen in the right position, 71.5% to take rest breaks. The older age group (16-18 years) reported receiving instructions or being self-instructed more often than the 12- to 14-year-olds (p < 0.001). Among both age groups the sources of instructions included school (33.1%), family (28.6%), self (self-instructed) (12.5%), ICT-related (8.6%), friends (1.5%) and health professionals (0.8%). Receiving instructions was not related to lower prevalence of computer-associated health complaints. Conclusions This report shows that ergonomic instructions on how to prevent computer-related musculoskeletal problems fail to reach a substantial number of children. Furthermore, the reported sources of instructions vary greatly in terms of reliability. PMID:20064250

Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept

NASA Astrophysics Data System (ADS)

Yalçinalp, Serpil; Geban, Ömer; Özkan, Ilker

This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.Received: 26 April 1994; Revised: 6 April 1995;

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

NASA Astrophysics Data System (ADS)

Çam, Aylin; Geban, Ömer

2011-02-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.

Explicit instruction of rules interferes with visuomotor skill transfer.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2017-06-01

In the present study, we examined the effects of explicit knowledge, obtained through instruction or spontaneous detection, on the transfer of visuomotor sequence learning. In the learning session, participants learned a visuomotor sequence, via trial and error. In the transfer session, the order of the sequence was reversed from that of the learning session. Before the commencement of the transfer session, some participants received explicit instruction regarding the reversal rule (i.e., Instruction group), while the others did not receive any information and were sorted into either an Aware or Unaware group, as assessed by interview conducted after the transfer session. Participants in the Instruction and Aware groups performed with fewer errors than the Unaware group in the transfer session. The participants in the Instruction group showed slower speed than the Aware and Unaware groups in the transfer session, and the sluggishness likely persisted even in late learning. These results suggest that explicit knowledge reduces errors in visuomotor skill transfer, but may interfere with performance speed, particularly when explicit knowledge is provided, as opposed to being spontaneously discovered.

How are scientific thinking skills best developed? Direct instruction vs. inquiry practice

NASA Astrophysics Data System (ADS)

Dean, David Worth, Jr.

Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and valid explanation, in combination) as well as most component measures of this skill. Performance of the two practice groups was superior to that of the DI-only group. Direct instruction conferred no additional benefit to the group receiving both direct instruction and practice compared to the practice-only group. Examined over an extended time interval, the merits of brief direct instruction are thus brought into question.

An office chair to influence the sitting behavior of office workers.

PubMed

Goossens, R H M; Netten, M P; Van der Doelen, B

2012-01-01

Since the introduction of ergonomic guidelines in the design of office chairs, a lot of effort has been put in designing these office chairs accordingly. Because these features all have to be adjusted in different ways (mostly a knob underneath the seat surface), and because every office chair offers different solutions, often users do not use all of the adjustments, and thus do not use the office chair an the optimal ergonomic way. The aim of this paper is to study the influence of feedback on sitting habits of office workers in a field test during 4 weeks. 40 office workers were selected for this test (13 male, 27 female). They were divided in three groups. A control group, a group that received a sitting instruction and a group that received sitting instruction and feedback on their posture every hour that they sit. The results show that there is an effect in average increase in basic posture on both the group that received instruction and the group that received feedback. This effect decreases over time. There was no effect in the control group.

Comparison of computer based instruction to behavior skills training for teaching staff implementation of discrete-trial instruction with an adult with autism.

PubMed

Nosik, Melissa R; Williams, W Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following training, participants were evaluated in terms of their accuracy on completing critical skills for running a discrete trial program. Six participants completed training; three received behavior skills training and three received the computer based training. Participants in the BST group performed better overall after training and during six week probes than those in the computer based training group. There were differences across both groups between research assistant and natural environment competency levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

Comparison of 3 Different Teaching Methods for a Behavioral Therapy Program for Female Overactive Bladder: A Randomized Controlled Trial.

PubMed

Gezginci, Elif; Iyigun, Emine; Yilmaz, Sercan

The purpose of this study was to compare the effect of 3 instructional methods for behavioral therapy on lower urinary tract symptom (LUTS) severity and health-related quality of life (HRQOL) in women with overactive bladder. Single-center, parallel-group, randomized, clinical trial. The sample comprised 60 women diagnosed with overactive bladder. The study setting was a university-based female urology clinic in Ankara, Turkey; data were collected from November 2012 to May 2013. Eligible participants were ambulatory women 18 years or older with predominant overactive bladder and urge urinary incontinence (UI) symptoms, with or without stress UI symptoms. Subjects were randomized into 4 groups based on educational intervention; group 1 received structured verbal instruction plus a leaflet, group 2 received structured verbal instruction, group 3 received a leaflet alone, and group 4 received usual care that included unstructured verbal counseling about continence care. The primary outcome measures were Incontinence Impact Questionnaire-7 (IIQ-7) and Urinary Distress Inventory-6 (UDI-6) scores. We also measured changes in UI-specific HRQOL scores via the Urinary Incontinence Quality of Life Instrument (I-QOL). All outcomes were measured before and 6 to 8 weeks after the interventions. The Wilcoxon test was used to identify differences in LUTS severity and HRQOL before and after the educational intervention. The Kruskall-Wallis test was used to compare differences among the groups. The severity of LUTS and UI-specific quality of life assessed by the IIQ-7, UDI-6, and I-QOL scores significantly improved after training in all 4 groups (P < .05). The group that received structured verbal instruction plus an educational leaflet achieved significantly lower LUTS scores and significantly higher UI-specific HRQOL when compared to the other groups (P < .05). Findings suggest that structured verbal instruction plus educational leaflet is the most effective method of bladder training in women with overactive bladder and urge UI.

A Comparison of Traditional and Holistic Instructional Methods in Developing Positive Attitudes Toward Mathematics Instruction in Students at Malcolm X College.

ERIC Educational Resources Information Center

Williams, Richard W.

The purpose of this study was to explore whether "holistic" instruction is an effective way to improve student attitudes toward instruction. Study participants were students in two Mathematics 111 classes at Malcolm X College (Illinois), 27 in the experimental and 27 in the control group. The experimental group received holistic…

Pilot Study to Explore the Use of an Audio-Visual Tutorial Laboratory in the Secretarial Skills Area as a Means of Updating and Improving Curriculum Offerings at the Community College Level in Michigan.

ERIC Educational Resources Information Center

Edwards, Ronald K., And Others

This study dealt with two skill courses, business machines, and beginning typewriting. The control groups received instruction in the traditional method. The experimental groups attended open laboratory at any time convenient to them to receive their instruction. The groups were compared on the basis of identical performance tests. Materials to…

Use of Explicit Instruction and Double-Dosing to Teach Ratios, Proportions, and Percentages to At-Risk Middle School Students

ERIC Educational Resources Information Center

Piper, Lisa; Marchand-Martella, Nancy; Martella, Ronald

2010-01-01

The purpose of this action research was to determine the level of improvement of middle school students who were low performers in a mathematics class (N = 8) and who received "explicit instruction" with "double dosing" compared to their peer group who received normal instruction (N = 49). Results showed that at-risk…

"Menos y menos da Mas": Using Spanish as the Language of Instruction with English Learners in Algebra 1

ERIC Educational Resources Information Center

Diaz, Marco Antonio

2013-01-01

This study examines the use of Spanish as the language of instruction with Spanish dominant EL students in a 9th grade Algebra 1 classroom. The study documents conceptions of mathematical symbols at the start and at the end of the academic year of two groups of students; one receiving primary language instruction and another receiving sheltered…

The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement.

PubMed

Chien, Kuei-Pin; Chen, Sufen

2018-01-01

The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.

The effectiveness of learning with concept mapping on the science problem-solving of sixth-grade children

NASA Astrophysics Data System (ADS)

Jolly, Anju B.

The purpose of this study was to analyze the relationship of concept mapping to science problem solving in sixth grade elementary school children. The study proposes to determine whether the students' ability to perform higher cognitive processes was a predictor of students' performance in solving problems in science and whether gender and socioeconomic status are related to performance in solving problems. Two groups participated in the study. Both groups were given a pre-test of higher cognitive ability--the Ross Test of Higher Cognitive Ability. One group received instruction on a science unit of study in concept mapping format and the other group received instruction in traditional format. The instruction lasted approximately 4 weeks. Both groups were given a problem-solving post-test. A comparison of post-test means was done using Analysis of Covariance (ANCOVA) as the statistical procedure with scores on the test of higher cognitive ability as the covariate. Also, Multiple Regression was performed to analyze the influence of participants' gender and socioeconomic status on their performance in solving problems. Results from the analysis of covariance showed that the group receiving instruction in the concept mapping format performed significantly better than the group receiving instruction in traditional format. Also the Ross Test of Higher Cognitive Processes emerged to be a predictor of performance on problem solving. There was no significant difference in the analysis of the performance of males and females. No pattern emerged regarding the influence of socioeconomic status on problem solving performance. In conclusion, the study showed that concept mapping improved problem solving in the classroom, and that gender and socioeconomic status are not predictors of student success in problem solving.

Effectiveness of the Size Matters Handwriting Program.

PubMed

Pfeiffer, Beth; Rai, Gillian; Murray, Tammy; Brusilovskiy, Eugene

2015-04-01

The purpose of the research was to study changes in handwriting legibility among kindergarten, first- and second-grade students in response to the Size Matters curricular-based handwriting program. A two-group pre-post-test design was implemented at two public schools with half of the classrooms assigned to receive the Size Matters program and the other continuing to receive standard instruction. All participants completed two standardized handwriting measures at pre-test and after 40 instructional sessions were completed with the classes receiving the handwriting program. Results identified significant changes in legibility in the handwriting intervention group for all three grades when compared with the standard instruction group. The results of this study support the use of a curricular-embedded handwriting program and provide the foundation for future research examining the impact of handwriting legibility on learning outcomes.

Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

ERIC Educational Resources Information Center

Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King

2016-01-01

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches

ERIC Educational Resources Information Center

Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K.

2010-01-01

Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15…

Child Predictors of Learning to Control Variables via Instruction or Self-Discovery

ERIC Educational Resources Information Center

Wagensveld, Barbara; Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo

2015-01-01

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group. Prior to the intervention, cognitive, scientific,…

The Effects of Explicit Instruction on French-Speaking Kindergarteners' Understanding of Stories

ERIC Educational Resources Information Center

Pesco, Diane; Devlin, Christine

2015-01-01

The study examines the effects of a short period of explicit instruction on the narrative comprehension of French-speaking kindergarteners, as measured by story retell and comprehension questions. A group of kindergarteners that received explicit instruction (n = 15) was compared to a control group that was exposed to the same storybooks and…

Effects of ABRACADBRA Instruction on Spelling in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Bailey, Benjamin; Arciuli, Joanne; Stancliffe, Roger J.

2017-01-01

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based…

Controlling Split Attention and Redundancy in Physical Therapy Instruction

ERIC Educational Resources Information Center

Pociask, Fredrick D.; Morrison, Gary R.

2008-01-01

In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive…

What Is Intensive Instruction and Why Is It Important?

ERIC Educational Resources Information Center

Fuchs, Douglas; Fuchs, Lynn S.; Vaughn, Sharon

2014-01-01

In this article, the authors present two models of intensive instruction for students with and without disabilities who are having difficulties with Response to Intervention (RTI) currently in practice (Tier 1: general instruction that all students receive in mainstream classrooms, and Tier 2: programs often involving small group instruction). The…

The effects of instructions on mothers' ratings of attention-deficit/hyperactivity disorder symptoms in referred children.

PubMed

Johnston, Charlotte; Weiss, Margaret D; Murray, Candice; Miller, Natalie V

2014-01-01

Tested whether instructions for how to rate child attention-deficit/hyperactivity disorder (ADHD) symptoms would improve the agreement between mothers' ratings of symptoms in their children and ratings provided by teachers and objective observers. Sixty-eight mothers of 5 to 12 year old children (53 boys and 15 girls) referred for ADHD assessment were randomly assigned to receive or not receive the instructions. Mothers and teachers rated the children on the SNAP-IV Rating Scale and objective observers rated the children's behavior during structured tasks. Relations between mother and teacher, and mother and observer ratings were generally stronger for mothers in the Instruction group compared to mothers in the No Instruction group, in some cases significantly stronger. The instructional materials also improved mothers' knowledge of how to rate ADHD symptoms and reduced some associations between mothers' ratings and family socioeconomic status. These instructions have the potential to improve clinical assessments of child ADHD symptoms.

Evaluation of Computer-aided Strategies for Teaching Medical Students Prenatal Ultrasound Diagnostic Skills.

PubMed

Amesse, Lawrence S; Callendar, Ealena; Pfaff-Amesse, Teresa; Duke, Janice; Herbert, William N P

2008-09-24

To evaluate whether computer-based learning (CBL) improves newly acquired knowledge and is an effective strategy for teaching prenatal ultrasound diagnostic skills to third-year medical students when compared with instruction by traditional paper-based methods (PBM). We conducted a randomized, prospective study involving volunteer junior (3(rd) year) medical students consecutively rotating through the Obstetrics and Gynecology clerkship during six months of the 2005-2006 academic year. The students were randomly assigned to permuted blocks and divided into two groups. Half of the participants received instruction in prenatal ultrasound diagnostics using an interactive CBL program; the other half received instruction using equivalent material by the traditional PBM. Outcomes were evaluated by comparing changes in pre-tutorial and post instruction examination scores. All 36 potential participants (100%) completed the study curriculum. Students were divided equally between the CBL (n = 18) and PBM (n = 18) groups. Pre-tutorial exam scores (mean+/-s.d.) were 44%+/-11.1% for the CBL group and 44%+/-10.8% for the PBL cohort, indicating no statistically significant differences (p>0.05) between the two groups. After instruction, post-tutorial exam scores (mean+/-s.d.) were increased from the pre-tutorial scores, 74%+/-11% and 67%+/-12%, for students in the CBL and the PBM groups, respectively. The improvement in post-tutorial exam scores from the pre-test scores was considered significant (p<0.05). When post-test scores for the tutorial groups were compared, the CBL subjects achieved a score that was, on average, 7 percentage points higher than their PBM counterparts, a statistically significant difference (p < 0.05). Instruction by either CBL or PBM strategies is associated with improvements in newly acquired knowledge as reflected by increased post-tutorial examination scores. Students that received CBL had significantlyhigher post-tutorial exam scores than those in the PBM group, indicating that CBL is an effective instruction strategy in this setting.

Effects of an integrated physical education/music program in changing early childhood perceptual-motor performance.

PubMed

Brown, J; Sherrill, C; Gench, B

1981-08-01

Two approaches to facilitating perceptual-motor development in children, ages 4 to 6 yr., were investigated. The experimental group (n = 15) received 24 sessions of integrated physical education/music instruction based upon concepts of Kodaly and Dalcroze. The control group (n = 15) received 24 sessions of movement exploration and self-testing instruction. Analysis of covariance indicated that significant improvement occurred only in the experimental group, with discharges changes in the motor, auditory, and language aspects of perceptual-motor performance as well as total score.

How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

ERIC Educational Resources Information Center

Goldenberg, Claude; Tolar, Tammy D.; Reese, Leslie; Francis, David J.; Bazán, Antonio Ray; Mejía-Arauz, Rebeca

2014-01-01

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.

PubMed

Connor, Carol McDonald; Morrison, Frederick J; Fishman, Barry; Crowe, Elizabeth C; Al Otaiba, Stephanie; Schatschneider, Christopher

2013-08-01

Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States.

PubMed

Lein, Donald H; Lowman, John D; Eidson, Christopher A; Yuen, Hon K

2017-01-01

The purpose of this retrospective study was to evaluate students' academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001). Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry-level DPT patient/client management courses.

Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial.

PubMed

Cerezo Espinosa, Cristina; Nieto Caballero, Sergio; Juguera Rodríguez, Laura; Castejón-Mochón, José Francisco; Segura Melgarejo, Francisca; Sánchez Martínez, Carmen María; López López, Carmen Amalia; Pardo Ríos, Manuel

2018-02-01

To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<.001) and 6.00 (3.33) (P<.001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

Focus-on-form instructional methods promote deaf college students' improvement in English grammar.

PubMed

Berent, Gerald P; Kelly, Ronald R; Aldersley, Stephen; Schmitz, Kathryn L; Khalsa, Baldev Kaur; Panara, John; Keenan, Susan

2007-01-01

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.

Automated pictographic illustration of discharge instructions with Glyph: impact on patient recall and satisfaction

PubMed Central

Perri-Moore, Seneca; Kuang, Jinqiu; Bray, Bruce E; Ngo, Long; Doig, Alexa; Zeng-Treitler, Qing

2016-01-01

Objectives First, to evaluate the effect of standard vs pictograph-enhanced discharge instructions on patients’ immediate and delayed recall of and satisfaction with their discharge instructions. Second, to evaluate the effect of automated pictograph enhancement on patient satisfaction with their discharge instructions. Materials and Methods Glyph, an automated healthcare informatics system, was used to automatically enhance patient discharge instructions with pictographs. Glyph was developed at the University of Utah by our research team. Patients in a cardiovascular medical unit were randomized to receive pictograph-enhanced or standard discharge instructions. Measures of immediate and delayed recall and satisfaction with discharge instructions were compared between two randomized groups: pictograph (n = 71) and standard (n = 73). Results Study participants who received pictograph-enhanced discharge instructions recalled 35% more of their instructions at discharge than those who received standard discharge instructions. The ratio of instructions at discharge was: standard = 0.04 ± 0.03 and pictograph-enhanced = 0.06 ± 0.03. The ratio of instructions at 1 week post discharge was: standard = 0.04 ± 0.02 and pictograph-enhanced 0.04 ± 0.02. Additionally, study participants who received pictograph-enhanced discharge instructions were more satisfied with the understandability of their instructions at 1 week post-discharge than those who received standard discharge instructions. Discussion Pictograph-enhanced discharge instructions have the potential to increase patient understanding of and satisfaction with discharge instructions. Conclusion It is feasible to automatically illustrate discharge instructions and provide them to patients in a timely manner without interfering with clinical work. Illustrations in discharge instructions were found to improve patients’ short-term recall of discharge instructions and delayed satisfaction (1-week post hospitalization) with the instructions. Therefore, it is likely that patients’ understanding of and interaction with their discharge instructions is improved by the addition of illustrations. PMID:27234601

Automated pictographic illustration of discharge instructions with Glyph: impact on patient recall and satisfaction.

PubMed

Hill, Brent; Perri-Moore, Seneca; Kuang, Jinqiu; Bray, Bruce E; Ngo, Long; Doig, Alexa; Zeng-Treitler, Qing

2016-11-01

First, to evaluate the effect of standard vs pictograph-enhanced discharge instructions on patients' immediate and delayed recall of and satisfaction with their discharge instructions. Second, to evaluate the effect of automated pictograph enhancement on patient satisfaction with their discharge instructions. Glyph, an automated healthcare informatics system, was used to automatically enhance patient discharge instructions with pictographs. Glyph was developed at the University of Utah by our research team. Patients in a cardiovascular medical unit were randomized to receive pictograph-enhanced or standard discharge instructions. Measures of immediate and delayed recall and satisfaction with discharge instructions were compared between two randomized groups: pictograph (n = 71) and standard (n = 73). Study participants who received pictograph-enhanced discharge instructions recalled 35% more of their instructions at discharge than those who received standard discharge instructions. The ratio of instructions at discharge was: standard = 0.04 ± 0.03 and pictograph-enhanced = 0.06 ± 0.03. The ratio of instructions at 1 week post discharge was: standard = 0.04 ± 0.02 and pictograph-enhanced 0.04 ± 0.02. Additionally, study participants who received pictograph-enhanced discharge instructions were more satisfied with the understandability of their instructions at 1 week post-discharge than those who received standard discharge instructions. Pictograph-enhanced discharge instructions have the potential to increase patient understanding of and satisfaction with discharge instructions. It is feasible to automatically illustrate discharge instructions and provide them to patients in a timely manner without interfering with clinical work. Illustrations in discharge instructions were found to improve patients' short-term recall of discharge instructions and delayed satisfaction (1-week post hospitalization) with the instructions. Therefore, it is likely that patients' understanding of and interaction with their discharge instructions is improved by the addition of illustrations. Published by Oxford University Press on behalf of the American Medical Informatics Association 2015. This work is written by US Government employees and is in the public domain in the United States.

The role of diverse instruction in conceptual change.

PubMed

Hayes, Brett K; Goodhew, Alison; Heit, Evan; Gillan, Joanna

2003-12-01

This study examined how a fundamental principle of induction and scientific reasoning, information diversity, could be used to promote change in children's mental models of the earth's shape. Six-year-old children (N=132) were randomly allocated to a control or to one of two training conditions. Some training groups received instruction that simultaneously challenged children's beliefs concerning (a) why the earth appears flat to a surface observer and (b) the role of gravity. Others received instruction that repeatedly challenged only one of these beliefs. An adaptation of the Vosniadou and Brewer (1992, Cognitive Psychology 24, 535-585) protocol for identifying mental models of the earth was administered before and after instruction. Both instruction methods produced increases in factual knowledge. Only children receiving instruction about two core beliefs, however, showed an increased rate of acceptance of a spherical earth model at posttest. The findings show that instruction that challenges diverse aspects of children's naïve scientific beliefs is more likely to produce conceptual change.

Changing epistemological beliefs: the unexpected impact of a short-term intervention.

PubMed

Kienhues, Dorothe; Bromme, Rainer; Stahl, Elmar

2008-12-01

Previous research has shown that sophisticated epistemological beliefs exert a positive influence on students' learning strategies and learning outcomes. This gives a clear educational relevance to studies on the development of methods for promoting a change in epistemological beliefs and making them more sophisticated. To investigate the potential for influencing domain-specific epistemological beliefs through a short instructional intervention. On the basis of their performance on a preliminary survey of epistemological beliefs, 58 students at a German university (87.7% females) with a mean age of 21.86 years (SD=2.88) were selected. Half of them had more naive beliefs and the other half had more sophisticated ones. Participants were randomly assigned to one of two groups: one whose epistemological beliefs were challenged through refutational epistemological instruction or another receiving non-challenging informational instruction. The treatment effect was assessed by comparing pre- and post-instructional scores on two instruments tapping different layers of epistemological beliefs (DEBQ and CAEB). Data were subjected to factor analyses and analyses of variance. According to the CAEB, the naive group receiving the refutational epistemological instruction changed towards a more sophisticated view, whereas the sophisticated students receiving the informational instruction changed towards an unintended, more naive standpoint. According to the DEBQ, all research groups except the naive refutational group revealed changes towards a more naive view. This study indicates the possibility of changing domain-specific epistemological beliefs through a short-term intervention. However, it questions the stability and elaborateness of domain-specific epistemological beliefs, particularly when domain knowledge is shallow.

A culturally and linguistically responsive vocabulary approach for young Latino dual language learners.

PubMed

Méndez, Lucía I; Crais, Elizabeth R; Castro, Dina C; Kainz, Kirsten

2015-02-01

This study examined the role of the language of vocabulary instruction in promoting English vocabulary in preschool Latino dual language learners (DLLs). The authors compared the effectiveness of delivering a single evidence-informed vocabulary approach using English as the language of vocabulary instruction (English culturally responsive [ECR]) versus using a bilingual modality that strategically combined Spanish and English (culturally and linguistically responsive [CLR]). Forty-two DLL Spanish-speaking preschoolers were randomly assigned to the ECR group (n=22) or CLR group (n=20). Thirty English words were presented during small-group shared readings in their preschools 3 times a week for 5 weeks. Multilevel models were used to examine group differences in postinstruction scores on 2 Spanish and 2 English vocabulary assessments at instruction end and follow-up. Children receiving instruction in the CLR bilingual modality had significantly higher posttest scores (than those receiving the ECR English-only instruction) on Spanish and English vocabulary assessments at instruction end and on the Spanish vocabulary assessment at follow-up, even after controlling for preinstruction scores. The results provide additional evidence of the benefits of strategically combining the first and second language to promote English and Spanish vocabulary development in this population. Future directions for research and clinical applications are discussed.

Transportability of Equivalence-Based Programmed Instruction: Efficacy and Efficiency in a College Classroom

ERIC Educational Resources Information Center

Fienup, Daniel M.; Critchfield, Thomas S.

2011-01-01

College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A…

Usefulness of head injury instruction forms in home observation of mild head injuries.

PubMed

Warren, D; Kissoon, N

1989-06-01

We prospectively studied a group of patients with mild head injury discharged for home observation to determine whether written instructions assisted in recall of signs and symptoms, increased patient satisfaction, or resulted in any additional benefit over verbal explanations alone. We also evaluated the level of comprehension required to understand the written instructions in their present form. Over a three-month period, 72 patients (43 male, 29 female) with a mean age of 4.4 (SD +/- 3.9) years were studied. In addition to verbal explanations for all parents, 38 parents received written instructions. Each group remembered 4/7 (57%) of signs and symptoms and was equally satisfied with verbal explanations. The majority (84%) of parents who received instruction sheets intended to keep these for further reference. Low recall of two instructions may be due to poor comprehension of the language used. We conclude that written instructions (1) did not add significantly to recall, (2) may provide reassurance to parents, and (3) need to be written in simple lay terms in order to be understood by the parents/patients served.

Show and Tell: Video Modeling and Instruction Without Feedback Improves Performance but Is Not Sufficient for Retention of a Complex Voice Motor Skill.

PubMed

Look, Clarisse; McCabe, Patricia; Heard, Robert; Madill, Catherine J

2018-02-02

Modeling and instruction are frequent components of both traditional and technology-assisted voice therapy. This study investigated the value of video modeling and instruction in the early acquisition and short-term retention of a complex voice task without external feedback. Thirty participants were randomized to two conditions and trained to produce a vocal siren over 40 trials. One group received a model and verbal instructions, the other group received a model only. Sirens were analyzed for phonation time, vocal intensity, cepstral peak prominence, peak-to-peak time, and root-mean-square error at five time points. The model and instruction group showed significant improvement on more outcome measures than the model-only group. There was an interaction effect for vocal intensity, which showed that instructions facilitated greater improvement when they were first introduced. However, neither group reproduced the model's siren performance across all parameters or retained the skill 1 day later. Providing verbal instruction with a model appears more beneficial than providing a model only in the prepractice phase of acquiring a complex voice skill. Improved performance was observed; however, the higher level of performance was not retained after 40 trials in both conditions. Other prepractice variables may need to be considered. Findings have implications for traditional and technology-assisted voice therapy. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Simulation-based local anaesthesia teaching enhances learning outcomes.

PubMed

Marei, H F; Al-Jandan, B A

2013-02-01

The aim of this study was to evaluate the efficacy of simulation-based local anaesthesia teaching strategies compared to the traditional classroom lecture format on the acquisition of knowledge by students. Two groups of 10 students each were included in our study. Each of the dental students was enrolled in their third year of the programme. None of the students had ever received instructions in local anaesthesia. Group I received a 45-min instructional module that was delivered in the classroom in the traditional PowerPoint lecture format. Group II received a 45-min instructional module in the simulation laboratory as a short tutorial that was followed by an integrated practical demonstration and a hands-on practice session using local anaesthesia simulation phantoms. An identical 15-question multiple-choice test was used to test student knowledge acquisition at the end of the given session. There was a statistically significant difference between the two groups, as the participants in group II had higher score results than those of group I. In contrast to the traditional classroom lecture format, simulation-based local anaesthesia teaching is an effective tool to enhance the acquisition of theoretical knowledge by students. © 2012 John Wiley & Sons A/S.

Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.

ERIC Educational Resources Information Center

McFalls, Elisabeth L.; Cobb-Roberts, Deirdre

2001-01-01

Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an…

Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2016-01-01

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

An Investigation of Students' Performance after Peer Instruction with Stepwise Problem-Solving Strategies

ERIC Educational Resources Information Center

Gok, Tolga

2015-01-01

The purpose of this study was to examine the effects of strategic problem solving with peer instruction on college students' performance in physics. The students enrolled in 2 sections of a physics course were studied; 1 section was the treatment group and the other section was the comparison group. Students in the treatment group received peer…

The Impact of Classroom Performance System-Based Instruction with Peer Instruction upon Student Achievement and Motivation in Eighth Grade Math Students

ERIC Educational Resources Information Center

Allison, Tracy Michelle Hunter

2012-01-01

The researcher employed two designs to address the research question for this particular study. This quasi-experimental non-equivalent control group study compared the math achievement of 92 eighth grade students who received Classroom Performance System (CPS)-based instruction using Peer Instruction (PI) to 76 eighth grade students who received…

On the Effects of Focus on Form, Focus on Meaning, and Focus on Forms on Learners' Vocabulary Learning in ESP Context

ERIC Educational Resources Information Center

Saeidi, Mahnaz; Zaferanieh, Elaheh; Shatery, Hafez

2012-01-01

This study investigated the effectiveness of three kinds of vocabulary instruction. Seventy learners in the classes of English for Specific Purposes (ESP) were divided into three different groups receiving different instructions: Focus on Form Instruction (FoF) (Dictogloss task), Focus on Meaning Instruction (FoM) (Reading and Discussion task),…

Short-term effects of using verbal instructions and demonstration at the beginning of learning a complex skill in figure skating.

PubMed

Haguenauer, Marianne; Fargier, Patrick; Legreneur, Pierre; Dufour, Anne-Béatrice; Cogerino, Geneviève; Begon, Mickaël; Monteil, Karine M

2005-02-01

This study examined whether providing verbal instructions plus demonstration and task repetition facilitates the early acquisition of a sport skill for which learners had a prior knowledge of the individual motor components. After one demonstration of the task by an expert, 18 novice skaters practiced a figure skating jump during a 15-min. period. Subjects were randomly assigned to one of 3 groups: a group provided with a verbal instruction that specified the subgoals of the task (Subgoals group), a group provided with a verbal instruction that used a metaphor (Metaphoric group), and a group not receiving any specific instruction during training (Control group). Subjects were filmed prior to and immediately following the practice session. Analysis indicated that the modifications of performance were related to the demonstration and the subsequent task repetitions only. Providing additional verbal instructions generated no effect. Therefore, guiding the learner toward a solution to the task problem by means of verbal instruction seems to be ineffective if done too early in the course of learning.

Cognitive Effects of Chess Instruction on Students at Risk for Academic Failure

ERIC Educational Resources Information Center

Hong, Saahoon; Bart, William M.

2007-01-01

Cognitive effects of chess instruction on students at risk for academic failure was examined. Thirty-eight students, from three elementary schools, participated in this study. The experimental group received a ninety-minute chess lesson once per week over a three-month period; and the control group students regularly attended school activities…

Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges

ERIC Educational Resources Information Center

Al-Kathiri, Fatimah

2015-01-01

This paper investigates the prospects of integrating Edmodo into Saudi EFL female secondary school instruction. It concentrates on students' perceptions and challenges regarding Edmodo use and its effect on their attitudes towards EFL learning. The 42 participants were divided into two groups. The experimental group received traditional teaching…

The Effects of Multisensory Structured Language Instruction on Native Language and Foreign Language Aptitude Skills of At-Risk High School Foreign Language Learners.

ERIC Educational Resources Information Center

Sparks, Richard; And Others

1992-01-01

A multisensory structured language (MSL) approach was utilized with two groups of at-risk high school students (n=63), taught in either English and Spanish (MSL/ES) or Spanish only. Foreign language aptitude improved for both groups and native language skills for the MSL/ES group. A group receiving traditional foreign language instruction showed…

The Effects of Note-Taking Skills Instruction on Elementary Students' Reading

ERIC Educational Resources Information Center

Chang, Wan-Chen; Ku, Yu-Min

2015-01-01

The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills…

Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification

ERIC Educational Resources Information Center

Golick, Douglas A.; Heng-Moss, Tiffany M.; Steckelberg, Allen L.; Brooks, David. W.; Higley, Leon G.; Fowler, David

2013-01-01

The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture…

Effects of Instructional Preparation Strategies on Problem Solving in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

This study reports the effects of different types of instructional preparation strategies on the problem solving performance of college students taking an introductory physics class. Students were divided into four equally skilled groups and solved the same physics problems after receiving different instructional preparations (engaging in…

The Comparative Effects of Processing Instruction and Dictogloss on the Acquisition of the English Passive by Speakers of Turkish

ERIC Educational Resources Information Center

Uludag, Onur; Vanpatten, Bill

2012-01-01

The current study presents the results of an experiment investigating the effects of processing instruction (PI) and dictogloss (DG) on the acquisition of the English passive voice. Sixty speakers of Turkish studying English at university level were assigned to three groups: one receiving PI, the other receiving DG and the third serving as a…

Vocabulary Instruction in Ratio and Proportion for Seventh Graders.

ERIC Educational Resources Information Center

Jackson, Michael B.; Phillips, E. Ray

1983-01-01

One group of 111 seventh-grade students completed vocabulary-oriented activities for four weeks, while 102 students received similar instruction with no vocabulary-oriented activities. The activities appeared to enhance achievement by improving students' comprehension. (MNS)

Effectiveness of a computer-based tutorial for teaching how to make a blood smear.

PubMed

Preast, Vanessa; Danielson, Jared; Bender, Holly; Bousson, Maury

2007-09-01

Computer-aided instruction (CAI) was developed to teach veterinary students how to make blood smears. This instruction was intended to replace the traditional instructional method in order to promote efficient use of faculty resources while maintaining learning outcomes and student satisfaction. The purpose of this study was to evaluate the effect of a computer-aided blood smear tutorial on 1) instructor's teaching time, 2) students' ability to make blood smears, and 3) students' ability to recognize smear quality. Three laboratory sessions for senior veterinary students were taught using traditional methods (control group) and 4 sessions were taught using the CAI tutorial (experimental group). Students in the control group received a short demonstration and lecture by the instructor at the beginning of the laboratory and then practiced making blood smears. Students in the experimental group received their instruction through the self-paced, multimedia tutorial on a laptop computer and then practiced making blood smears. Data was collected from observation, interview, survey questionnaires, and smear evaluation by students and experts using a scoring rubric. Students using the CAI made better smears and were better able to recognize smear quality. The average time the instructor spent in the room was not significantly different between groups, but the quality of the instructor time was improved with the experimental instruction. The tutorial implementation effectively provided students and instructors with a teaching and learning experience superior to the traditional method of instruction. Using CAI is a viable method of teaching students to make blood smears.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

PubMed

Johnson, Heather A; Barrett, Laura

2017-01-01

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students' Standardized Test Scores

ERIC Educational Resources Information Center

Goldstein, Donna; Alibrandi, Marsha

2013-01-01

This case study conducted with 1,425 middle school students in Palm Beach County, Florida, included a treatment group receiving GIS instruction (256) and a control group without GIS instruction (1,169). Quantitative analyses on standardized test scores indicated that inclusion of GIS in middle school curriculum had a significant effect on student…

Helping Low-Achieving First-Grade Readers: A Program Combining Reading Recovery Tutoring and Small-Group Instruction.

ERIC Educational Resources Information Center

Dorn, Linda; Allen, Anne

1995-01-01

Evaluates an approach that supplemented existing Reading Recovery programs with small-group, early literacy instruction in 28 Arkansas public schools. The program enabled many children to receive timely support. When space became available in Reading Recovery, these children made accelerated progress and were discontinued earlier than children who…

Programming a randomized dependent group contingency and common stimuli to promote durable behavior change.

PubMed

Cariveau, Tom; Kodak, Tiffany

2017-01-01

Low levels of academic engagement may impede students' acquisition of skills. Intervening on student behavior using group contingencies may be a feasible way to increase academic engagement during group instruction. The current study examined the effect of a randomized dependent group contingency on levels of academic engagement for second-grade participants receiving small-group reading and writing instruction. The results showed that a randomized dependent group contingency increased the academic engagement of primary participants and several of the other participants during small-group instruction. The findings also showed that high levels of academic engagement were maintained when common stimuli were present and the dependent group contingency was withdrawn. © 2016 Society for the Experimental Analysis of Behavior.

A Comparative Study of Sequence of Instruction When Introducing Golf Skills to Beginners.

ERIC Educational Resources Information Center

Kraft, Robert E.

Three instructional methods of club sequence for introducing golf skills to beginning golfers were compared: (1) full swing; (2) putter and short approach; and (3) freedom of choice. Sixty-eight male and female college students participated in golf lessons twice weekly for 12 weeks, receiving small group and individual instruction. Two forms of…

An Experimental Study of the Use of Visual Illustrations Used to Complement Oral Instruction on Television.

ERIC Educational Resources Information Center

Dwyer, Francis M., Jr.

Five slide sequences, each containing 39 black-and-white slides designed to complement oral instruction, and carrying a 32 minute oral instructional unit on the heart, were presented to 269 college students in five groups through a television receiver. The purpose was twofold: to determine if redundant information presented simultaneously through…

Impacts of Multi-Representational Instruction on High School Students' Conceptual Understandings of the Particulate Nature of Matter

ERIC Educational Resources Information Center

Adadan, Emine; Irving, Karen E.; Trundle, Kathy C.

2009-01-01

This quasi-experimental study examined 42 high school introductory chemistry students' conceptual understandings of the particulate nature of matter (PNM) before and immediately after instruction. Two groups of students, who were taught by the same teacher, received one of two possible instructional interventions: Reform-Based Teaching (RBT) or…

A Comparison of the Effects of Lego TC Logo and Problem Solving Software on Elementary Students' Problem Solving Skills.

ERIC Educational Resources Information Center

Palumbo, Debra L; Palumbo, David B.

1993-01-01

Computer-based problem-solving software exposure was compared to Lego TC LOGO instruction. Thirty fifth graders received either Lego LOGO instruction, which couples Lego building block activities with LOGO computer programming, or instruction with various problem-solving computer programs. Although both groups showed significant progress, the Lego…

The Effect of Physical Activity on Science Competence and Attitude towards Science Content

NASA Astrophysics Data System (ADS)

Klinkenborg, Ann Maria

This study examines the effect of physical activity on science instruction. To combat the implications of physical inactivity, schools need to be willing to consider all possible opportunities for students to engage in moderate-to-vigorous physical activity (MVPA). Integrating physical activity with traditional classroom content is one instructional method to consider. Researchers have typically focused on integration with English/language arts (ELA) and mathematics. The purpose of this study was to determine the effect of physical activity on science competence and attitude towards science. Fifty-three third grade children participated in this investigation; one group received science instruction with a physical activity intervention while the other group received traditional science instruction. Participants in both groups completed a modified version of What I Really Think of Science attitude scale (Pell & Jarvis, 2001) and a physical science test of competence prior to and following the intervention. Children were videotaped during science instruction and their movement coded to measure the proportion of time spent in MVPA. Results revealed that children in the intervention group demonstrated greater MVPA during the instructional period. A moderate to large effect size (partial eta squared = .091) was seen in the intervention group science competence post-test indicating greater understanding of force, motion, work, and simple machines concepts than that of the control group who were less physically active. There was no statistically significant attitude difference between the intervention and control groups post-test, (F(1,51) = .375, p = .543). These results provide evidence that integration can effectively present physical science content and have a positive impact on the number of minutes of health-enhancing physical activity in a school day.

[The effects of multimedia-assisted instruction on the skin care learning of nurse aides in long-term care facilities].

PubMed

Wu, Yu-Ling; Kao, Yu-Hsiu

2014-08-01

Skin care is an important responsibility of nurse aides in long-term care facilities, and the nursing knowledge, attitudes, and skills of these aides significantly affects quality of care. However, the work schedule of nurse aides often limits their ability to obtain further education and training. Therefore, developing appropriate and effective training programs for nurse aides is critical to maintaining and improving quality of care in long-term care facilities. This study investigates the effects of multimedia assisted instruction on the skin care learning of nurse aides working in long-term care facilities. A quasi-experimental design and convenient sampling were adopted in this study. Participants included 96 nurse aides recruited from 5 long-term care facilities in Taoyuan County, Taiwan. The experimental group received 3 weeks of multimedia assisted instruction. The control group did not receive this instruction. The Skin Care Questionnaire for Nurse Aides in Long-term Care Facilities and the Skin Care Behavior Checklist were used for assessment before and after the intervention. (1) Posttest scores for skin care knowledge, attitudes, behavior, and the skin care checklist were significantly higher than pretest scores for the intervention group. There was no significant difference between pretest and posttest scores for the control group. (2) A covariance analysis of pretest scores for the two groups showed that the experimental group earned significantly higher average scores than their control group peers for skin care knowledge, attitudes, behavior, and the skin care checklist. The multimedia assisted instruction demonstrated significant and positive effects on the skin care leaning of nurse aides in long-term care facilities. This finding supports the use of multimedia assisted instruction in the education and training of nurse aides in long-term care facilities in the future.

Effect of preoperative suggestion on postoperative gastrointestinal motility.

PubMed Central

Disbrow, E A; Bennett, H L; Owings, J T

1993-01-01

Autonomic behavior is subject to direct suggestion. We found that patients undergoing major operations benefit more from instruction than from information and reassurance. We compared the return of intestinal function after intra-abdominal operations in 2 groups of patients: the suggestion group received specific instructions for the early return of gastrointestinal motility, and the control group received an equal-length interview offering reassurance and nonspecific instructions. The suggestion group had a significantly shorter average time to the return of intestinal motility, 2.6 versus 4.1 days. Time to discharge was 6.5 versus 8.1 days. Covariates including duration of operation, amount of intraoperative bowel manipulation, and amount of postoperative narcotics were also examined using the statistical model analysis of covariance. An average savings of $1,200 per patient resulted from this simple 5-minute intervention. In summary, the use of specific physiologically active suggestions given preoperatively in a beleivable manner can reduce the morbidity associated with an intra-abdominal operation by reducing the duration of ileus. PMID:8342264

Computational Performance of Group IV Personnel in Vocational Training Programs. Final Report.

ERIC Educational Resources Information Center

Main, Ray E.; Harrigan, Robert J.

The document evaluates Navy Group Four personnel gains in basic arithmetic skills after taking experimental courses in linear measurement and recipe conversion. Categorized as Mental Group Four by receiving scores from the 10th to the 30th percentile of the Armed Forces Qualification Test, trainees received instruction tailored to the level of…

The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class.

ERIC Educational Resources Information Center

Nichols, Joe D.; Hall, Neff

In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Ninety (mostly 10th-grade) students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups…

Children's Electrophysiological Responses to Music.

ERIC Educational Resources Information Center

Flohr, John W.; And Others

This study examined the electrophysiological differences between baseline EEG frequencies and EEG frequencies obtained while listening to music stimuli. The experimental group comprised 22 children, ages 4 to 6 years old, who received special music instruction twice a week for 25 minutes for 7 weeks. The control group received no music…

Increasing patient knowledge on the proper usage of a PCA machine with the use of a post-operative instructional card.

PubMed

Shovel, Louisa; Max, Bryan; Correll, Darin J

2016-01-01

The purpose of this study was to see if an instructional card, attached to the PCA machine following total hip arthroplasty describing proper use of the device, would positively affect subjects' understanding of device usage, pain scores, pain medication consumption and satisfaction. Eighty adults undergoing total hip replacements who had been prescribed PCA were randomized into two study groups. Forty participants received the standard post-operative instruction on PCA device usage at our institution. The other 40 participants received the standard of care in addition to being given a typed instructional card immediately post-operatively, describing proper PCA device use. This card was attached to the PCA device during their recovery period. On post-operative day one, each patient completed a questionnaire on PCA usage, pain scores and satisfaction scores. The pain scores in the Instructional Card group were significantly lower than the Control group (p = 0.024). Subjects' understanding of PCA usage was also improved in the Instructional Card group for six of the seven questions asked. The findings from this study strongly support that postoperative patient information on proper PCA use by means of an instructional card improves pain control and hence the overall recovery for patients undergoing surgery. In addition, through improved understanding it adds an important safety feature in that patients and potentially their family members and/or friends may refrain from PCA-by-proxy. This article demonstrates that the simple intervention of adding an instructional card to a PCA machine is an effective method to improve patients' knowledge as well as pain control and potentially increase the safety of the device use.

The effect of cerebral palsy on arithmetic accuracy is mediated by working memory, intelligence, early numeracy, and instruction time.

PubMed

Jenks, Kathleen M; de Moor, Jan; van Lieshout, Ernest C D M; Maathuis, Karel G B; Keus, Inge; Gorter, Jan Willem

2007-01-01

The development of addition and subtraction accuracy was assessed in first graders with cerebral palsy (CP) in both mainstream (16) and special education (41) and a control group of first graders in mainstream education (16). The control group out-performed the CP groups in addition and subtraction accuracy and this difference could not be fully explained by differences in intelligence. Both CP groups showed evidence of working memory deficits. The three groups exhibited different developmental patterns in the area of early numeracy skills. Children with CP in special education were found to receive less arithmetic instruction and instruction time was positively related to arithmetic accuracy. Structural equation modeling revealed that the effect of CP on arithmetic accuracy is mediated by intelligence, working memory, early numeracy, and instruction time.

Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders’ Reading Comprehension by Differentiating Literacy Instruction

PubMed Central

Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giuliani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; Schatschneider, Christopher

2016-01-01

There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children’s initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third-grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students’ varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students’ profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade. PMID:27867226

Effectiveness of Supplemental Kindergarten Vocabulary Instruction for English Learners: A Randomized Study of Immediate and Longer-Term Effects of Two Approaches

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron

2015-01-01

A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). "Connections" students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in…

[Development and effect analysis of web-based instruction program to prevent elementary school students from safety accidents].

PubMed

Chung, Eun-Soon; Jeong, Ihn-Sook; Song, Mi-Gyoung

2004-06-01

This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and chi2 test, t-test, and repeated measure ANOVA. First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools.

The effects of modeling instruction on high school physics academic achievement

NASA Astrophysics Data System (ADS)

Wright, Tiffanie L.

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended that high school science teachers should use Modeling Instructional methods of teaching daily in their classrooms. A recommendation for further research is to expand the Modeling Instructional methods of teaching into different content areas, (i.e., reading and language arts) to explore academic achievement gains.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

Teaching and Learning the Elements of Argumentation

NASA Astrophysics Data System (ADS)

Untereiner, Brian

Kim, Department of Curriculum and Instruction Departmental Member iii Abstract Supervisory Committee Dr. Robert Anthony, Department of Curriculum and Instruction Supervisor Dr. Mijung Kim, Department of Curriculum and Instruction Departmental Member In this study I investigated the interactions of 25 Grade 8 science students as they learned how to construct oral arguments using the Toulmin Argumentation Pattern framework. I collected the data during three recorded small group discussion sessions during a five week Earth Science unit between February and March of 2011. The first session recorded the students' discussions prior to receiving either argumentation instruction or the science concept instruction. The second session recorded their discussions after receiving an introduction to argumentation and a scaffold, but not concept instruction. During the three weeks preceding the third session, the students received additional argumentation instruction and completed one-third of the Earth Science unit. The results showed the students collectively made more arguments during each subsequent session. The students' individual arguments showed a correspondence between their purportedly most familiar topics and the most discussed topics. I also found that when students made counter arguments and/or invited or challenged group members to participate, their discussions contained comparatively more argument elements (claims, data and warrants) than discussions containing predominantly collaborative assertions. The key outcome of this study for developing students' use of the elements of argumentation during classroom discussions was to recognize and incorporate opportunities for the students to tap into their prior-knowledge. To engage students in this process, the results indicate the importance of creating time for discussions relevant to the curriculum and to the students.

Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties

PubMed Central

Lonigan, Christopher J.; Phillips, Beth M.

2015-01-01

Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties. PMID:26869730

The effectiveness of an interactive computer program versus traditional lecture in athletic training education.

PubMed

Wiksten, D L; Patterson, P; Antonio, K; De La Cruz, D; Buxton, B P

1998-07-01

To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education.

The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education

PubMed Central

Wiksten, Denise Lebsack; Patterson, Patricia; Antonio, Kimberly; De La Cruz, Daniel; Buxton, Barton P.

1998-01-01

Objective: To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Design and Setting: Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects: Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. Measurements: A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results: Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Conclusions: Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education. PMID:16558517

The Effectiveness of a Computer-Assisted Instruction Package in Supplementing Teaching of Selected Concepts in High School Chemistry: Writing Formulas and Balancing Chemical Equations.

ERIC Educational Resources Information Center

Wainwright, Camille L.

Four classes of high school chemistry students (N=108) were randomly assigned to experimental and control groups to investigate the effectiveness of a computer assisted instruction (CAI) package during a unit on writing/naming of chemical formulas and balancing equations. Students in the experimental group received drill, review, and reinforcement…

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,…

The Effect of Explicit vs. Implicit Instruction on the Learnability of English Consonant Clusters by Iranian Learners of English

ERIC Educational Resources Information Center

Khanbeiki, Ruhollah; Abdolmanafi-Rokni, Seyed Jalal

2015-01-01

The present study was aimed at providing the English teachers across Iran with a good and fruitful method of teaching pronunciation. To this end, sixty female intermediate EFL learners were put in three different but equivalent groups of 20 based on the results of a pronunciation pre-test. One of the groups received explicit instruction including…

Validation of ergonomic instructions in robot-assisted surgery simulator training.

PubMed

Van't Hullenaar, C D P; Mertens, A C; Ruurda, J P; Broeders, I A M J

2018-05-01

Training in robot-assisted surgery focusses mainly on technical skills and instrument use. Training in optimal ergonomics during robotic surgery is often lacking, while improved ergonomics can be one of the key advantages of robot-assisted surgery. Therefore, the aim of this study was to assess whether a brief explanation on ergonomics of the console can improve body posture and performance. A comparative study was performed with 26 surgical interns and residents using the da Vinci skills simulator (Intuitive Surgical, Sunnyvale, CA). The intervention group received a compact instruction on ergonomic settings and coaching on clutch usage, while the control group received standard instructions for usage of the system. Participants performed two sets of five exercises. Analysis was performed on ergonomic score (RULA) and performance scores provided by the simulator. Mental and physical load scores (NASA-TLX and LED score) were also registered. The intervention group performed better in the clutch-oriented exercises, displaying less unnecessary movement and smaller deviation from the neutral position of the hands. The intervention group also scored significantly better on the RULA ergonomic score in both the exercises. No differences in overall performance scores and subjective scores were detected. The benefits of a brief instruction on ergonomics for novices are clear in this study. A single session of coaching and instruction leads to better ergonomic scores. The control group showed often inadequate ergonomic scores. No significant differences were found regarding physical discomfort, mental task load and overall performance scores.

The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change

ERIC Educational Resources Information Center

Chen, Chien-Hsien; She, Hsiao-Ching

2012-01-01

This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to receive conventional instruction whereas the experimental group (N = 74) received the Recurrent…

An Investigation of Two Instructional Settings in the Use of Semantic Mapping with Poor Readers. Program Report 85-4.

ERIC Educational Resources Information Center

Pittelman, Susan D.; And Others

A study investigated whether semantic mapping is more effective for poor readers instructed in a small group of poor readers or in a class of students with mixed reading abilities. Students in five fourth-grade classes served as the control, receiving no semantic mapping instruction. Subjects, 39 fourth-grade poor readers, were presented semantic…

A 10-MWe solar-thermal central-receiver pilot plant: Solar facilities design integration. Plant operating/training manual (RADL-Item 2-36)

NASA Astrophysics Data System (ADS)

1982-07-01

Plant and system level operating instructions are provided for the Barstow Solar Pilot Plant. Individual status instructions are given that identify plant conditions, process controller responsibilities, process conditions and control accuracies, operating envelopes, and operator cautions appropriate to the operating condition. Transition operating instructions identify the sequence of activities to be carried out to accomplish the indicated transition. Most transitions involve the startup or shutdown of an individual flowpath. Background information is provided on collector field operations, and the heliostat groupings and specific commands used in support receiver startup are defined.

Nature of Science and Decision-Making

NASA Astrophysics Data System (ADS)

Khishfe, Rola

2012-01-01

The study investigated the relationship of nature of science (NOS) instruction and students' decision-making (DM) related to a controversial socioscientific issue about genetically modified food. Participants were ninth-grade students in four intact sections (two regulars and two honors) in a public high school in the Midwest. All four groups were taught by their regular science teacher. The treatment comprised a four-week unit about genetic engineering. Two groups (one regular and one honors), referred to as comparison groups, received instruction in genetic engineering and how to formulate arguments and make decisions related to this controversial issue. The other two groups (one regular and one honors), referred to as treatment groups, received instruction in genetic engineering and how to apply NOS aspects as they formulate arguments and make decisions in relation to this controversial issue. Chi-square analyses showed significant differences between the comparison and the treatment groups in relation to the understandings of four NOS aspects. There were no differences in their decisions, but there were differences in their DM factors in the context of the controversial socioscientific issue about genetically modified food. These results are discussed in light of the relationship between students' understandings of NOS and their DM related to controversial socioscientific issues.

Socio-cognitive habilitation using the math interactive learning experience program for alcohol-affected children.

PubMed

Kable, Julie A; Coles, Claire D; Taddeo, Elles

2007-08-01

Fetal alcohol syndrome (FAS) has been recognized as a disabling condition with a significant impact on the neurobehavioral functioning of affected individuals, including cognition, behavior, and academic functioning, but little research has been performed on targeted interventions for these children. A socio-cognitive habilitative program focused on improving behavior and math functioning in children 3 to 10 years of age (n=61) was developed and evaluated. The intervention provided parental instruction on FAS, advocacy, and behavioral regulation via workshops and interactive math tutoring with children. All families received parental instruction and were then randomly assigned to either the math instruction or standard psychoeducational care groups. Satisfaction with workshops was very high, with over 90% agreeing that trainers were knowledgeable and materials easy to understand and helpful. Significant gains in knowledge were found for information provided in the instructional groups. At posttesting, caregivers reported fewer problem behaviors on the Achenbach Child Behavior Checklist, Internalizing Problem Behavior, Externalizing Problem Behavior, and Total Problem Behavior summary scales. After 5 months, both groups of children demonstrated gains in math knowledge but significantly higher gains were found in the group receiving direct math instruction. The math treatment group was also more likely to demonstrate a gain of over 1 standard deviation on any of the 4 math outcome measures used. These findings suggest that parents of children with fetal alcohol spectrum disorders (FAS(D)) benefit from instruction in understanding their child's alcohol-related neurological damage and strategies to provide positive behavioral supports and that targeted psychoeducational programs may be able to remediate some of the math deficits associated with prenatal alcohol exposure.

[Evaluation of nutrition instruction in a group of Senegalese students at the secondary level].

PubMed

Sakiliba, H; Turgeon-O'brien, H; Vallières, A; Plante, J

2001-04-01

In Senegal, nutrition instruction was implanted in 1981 in the national curriculum of biology and has never been evaluated since. The purpose of this study, was to evaluate the effect of a six weeks nutrition instruction program on improving nutrition knowledge and nutrition attitudes in an experimental group including 81 subjects aged 16.7+/-1.2 years and a control group including 80 subjects aged 15.7+/-1.3 years. These subjects came respectively from third and fourth grade. A questionnaire on knowledge and one on attitudes were administered to the experimental group, before and after the nutrition instruction, while the control group, who did not received any nutrition instruction, also answered the questionnaires. Results indicate that the adjusted mean knowledge posttest scores did not significantly increase in the experimental group compared to the control group. In addition, the adjusted mean attitude postscores of the boys and girls of the experimental group on the attitude scale "Nutrition affects health" were significantly higher from that of the control group. An evaluation of the nutrition curriculum and the teaching methods is suggested in order to improve the effectiveness of this nutrition program.

The Effects of STS Issue Investigation and Action Instruction Versus Traditional Life Science Instruction on Seventh Grade Students' Citizenship Behaviors

NASA Astrophysics Data System (ADS)

Wiesenmayer, Randall L.; Rubba, Peter A.

1999-06-01

The purpose of this study was to determine the effects of employing an STS instructional model that addresses each of the four goal levels of STS education versus an instructional model containing only life science content, on seventh grade students' participation in citizenship action on STS issues. A modified version of the non-equivalent control group quasi-experimental research design was used with seventeen intact seventh grade life science classes, ten of which received STS instruction ( N = 264) and seven of which received life science instruction ( N = 136) over 20 school days. The STS instruction sequentially addressed each of the four goal levels for STS education. Data were collected using the Actions Taken on Public Issues instrument to measure citizenship behaviors. ANOVA and repeated measures ANOVA were employed to analyze data. It was concluded from the findings that employment of an STS issue investigation with an action instructional model that addressed the four goal levels of STS education significantly increased seventh grade students' participation in citizenship actions on STS issues. Implications and recommendations are provided.

A comparison of the affect of two types of student behavior with manipulatives on the development of projective spatial structures

NASA Astrophysics Data System (ADS)

Cohen, Herbert

The primary problem investigated was whether examining materials from a variety of perspecitives enhances the development of projective spatial abilities more than examining materials from a single perspective. A secondary consideration dealt with gender effects. One hundred and five (56 females and 49 males) fifth grade students were randomly assigned to one of four groups. Two teachers taught two classes apiece-one receiving instruction encouraging examination of materials from a single perspective, the other from multiple perspectives. All four groups received instruction consisting of access to manipulatives-SCIIS, 2nd edition, Level 5. Instruction occurred twice a week, 45 minutes per session, for 6 weeks. The experimental design was the Solomon Four Group Design. A Battery of 8 Piagetian-type tasks were used to assess possession of the projective groupings. The main and interactive effects of pretesting were determined to be negligible, while the treatment was determined to have a statistically significant effect on the development on projective spatial abilities. Gender was determined to have no direct effect on the dependent variables.

Effects of Strategy Training and Incentives on Students' Performance, Confidence, and Calibration

ERIC Educational Resources Information Center

Gutierrez, Antonio P.; Schraw, Gregory

2015-01-01

This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve…

Children's Productive Use of Academic Vocabulary

ERIC Educational Resources Information Center

Ma, Shufeng; Zhang, Jie; Anderson, Richard C.; Morris, Joshua; Nguyen-Jahiel, Kim Thi; Miller, Brian; Jadallah, May; Sun, Jingjing; Lin, Tzu-Jung; Scott, Theresa; Hsu, Yu-Li; Zhang, Xin; Latawiec, Beata; Grabow, Kay

2017-01-01

Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big…

Usefulness of posture training for patients with temporomandibular disorders.

PubMed

Wright, E F; Domenech, M A; Fischer, J R

2000-02-01

Many practitioners have found that posture training has a positive impact on temporomandibular, or TMD, symptoms. The authors conducted a study to evaluate its effectiveness. Sixty patients with TMD and a primary muscle disorder were randomized into two groups: one group received posture training and TMD self-management instructions while the control group received TMD self-management instructions only. Four weeks after the study began, the authors reexamined the subjects for changes in symptoms, pain-free opening and pressure algometer pain thresholds. In addition, pretreatment and posttreatment posture measurements were recorded for subjects in the treatment group. Statistically significant improvement was demonstrated by the modified symptom severity index, maximum pain-free opening and pressure algometer threshold measurements, as well as by the subjects' perceived TMD and neck symptoms. Subjects in the treatment group reported having experienced a mean reduction in TMD and neck symptoms of 41.9 and 38.2 percent, respectively, while subjects in the control group reported a mean reduction in these symptoms of 8.1 and 9.3 percent. Within the treatment group, the authors found significant correlations between improvements in TMD symptoms and improvements in neck symptoms (P < .005) as well as between TMD symptom improvement and the difference between head and shoulder posture measurements at the outset of treatment (P < .05). Posture training and TMD self-management instructions are significantly more effective than TMD self-management instructions alone for patients with TMD who have a primary muscle disorder. Patients with TMD who hold their heads farther forward relative to the shoulders have a high probability of experiencing symptom improvement as a result of posture training and being provided with selfmanagement instructions.

Fruit for dessert. How people compose healthier meals.

PubMed

Bucher, T; van der Horst, K; Siegrist, M

2013-01-01

The present study assessed whether factual nutritional information on portion sizes helps consumers to select healthier meals. 124 people were invited to serve themselves lunch from a 'fake food buffet' containing 55 replica food items. Participants in the control group were instructed to serve themselves a meal, as they would normally eat from the given selections (control). Participants in the second condition were asked to select a healthy, balanced meal (instruction). People in the third group were also instructed to select a healthy meal, but in addition, they received nutrition information (instruction+information). The results suggest that participants in the instruction and instruction+information condition chose fewer sweets and desserts (F((2,121))=6.91, P<.05) but more fruits (F((2,121))=5.16, P<.05). This led to overall healthier meals than in the control group. All other food categories, including vegetables, were not altered. No difference was found between the two experimental groups. The results indicate that factual nutrition information does not help consumers compose healthier meals. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

ERIC Educational Resources Information Center

LeBel, Teresa J.; Kilgus, Stephen P.; Briesch, Amy M.; Chafouleas, Sandra

2010-01-01

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…

Promoting Transfer in Memory Training for Older Adults

PubMed Central

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2011-01-01

Background and aims Many studies have focused on memory training in aging showing older adults can improve their performance. Unfortunately the benefits of training rarely generalize to other tasks that were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. Methods In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was provided instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions and one had the same practice but also received instructions on all the transfer tasks. Results Transfer in text learning occurred in both experiments. Such transfer is particularly interesting considering that text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. Such transfer was reliably greater when training involved instructions about applicability than when it did not. Conclusions Instructions to use practiced strategies on new materials could be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults’ inabilities but instead because they do not realize that trained strategies can (or should) be applied to new materials. PMID:19966535

Promoting transfer in memory training for older adults.

PubMed

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2010-08-01

Many studies have focused on memory training in aging, showing that older adults can improve their performance. Unfortunately, the benefits of training can rarely be generalized to other tasks for which adults were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was given instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions, and the other had the same practice but also received instructions on all the transfer tasks. Transfer in text learning occurred in both experiments. This transfer is particularly interesting, as text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. The transfer was reliably greater when training involved instructions about applicability than when it did not. Instructions to use practiced strategies on new materials may be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults' inabilities, but because they do not realize that trained strategies can (or should) be applied to new materials.

A pilot study of the effects of RightStart instruction on early numeracy skills of children with specific language impairment.

PubMed

Mononen, Riikka; Aunio, Pirjo; Koponen, Tuire

2014-05-01

This pilot study investigated the effects of an early numeracy program, RightStart Mathematics (RS), on Finnish kindergartners with specific language impairment (SLI). The study applied a pre-test-instruction-post-test design. The children with SLI (n=9, Mage=82.11 months) received RS instruction two to three times a week for 40 min over seven months, which replaced their business-as-usual mathematics instruction. Mathematical skill development among children with SLI was examined at the individual and group levels, and compared to the performance of normal language-achieving age peers (n=32, Mage=74.16 months) who received business-as-usual kindergarten mathematics instruction. The children with SLI began kindergarten with significantly weaker early numeracy skills compared to their peers. Immediately after the instruction phase, there was no significant difference between the groups in counting skills. In Grade 1, the children with SLI performed similarly to their peers in addition and subtraction skills (accuracy) and multi-digit number comparison, but showed weaker skills in arithmetical reasoning and in matching spoken and printed multi-digit numbers. Our pilot study showed encouraging signs that the early numeracy skills of children with SLI can be improved successfully in a kindergarten small-classroom setting with systematic instruction emphasizing visualization. Copyright © 2014 Elsevier Ltd. All rights reserved.

Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.

PubMed

Yeung, Susanna S S; Siegel, Linda S; Chan, Carol K K

2013-05-01

This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.

Facilitating Positive Psychosocial Adaptation in Children with Cystic Fibrosis by Increasing Family Communication and Problem-Solving Skills. A Research Report to the Cystic Fibrosis Foundation.

ERIC Educational Resources Information Center

Stabler, Brian; And Others

This study tested the effects of two group-oriented supportive and educational approaches on the parents of children with cystic fibrosis (CF). Thirteen families were randomly assigned either to a group which received information on medical and technical aspects of CF or to a group which received instruction in communication skills in addition to…

An investigation of mathematics and science instruction in English and Spanish for English language learners

NASA Astrophysics Data System (ADS)

Rodriguez-Esquivel, Marina

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

Effect of web-based education on nursing students' urinary catheterization knowledge and skills.

PubMed

Öztürk, Deniz; Dinç, Leyla

2014-05-01

Nursing is a practice-based discipline that requires the integration of theory and practice. Nurse educators must continuously revise educational curricula and incorporate information technology into the curriculum to provide students with the necessary knowledge and skills. The aim of this study was to assess the effect of web-based education on students' urinary catheterization knowledge and skills. A convenience sample of 111 first year nursing students enrolled at two universities in Ankara during the academic year of 2011-2012 participated in this quasi-experimental study. The experimental group (n=59) received a web-based and web-enhanced learning approach along with learning and practicing the required material twice as much as the control group, whereas the control group (n=52) received traditional classroom instruction. A knowledge test of 20 multiple-choice questions and a skills checklist were used to assess student performance. There was no difference between the experimental group and the control group in knowledge scores; however, students in the web-based group had higher scores for urinary catheterization skills. The highest scores in knowledge and skills were obtained by students who experienced web-based education as a supplement to tradition instruction. Web-based education had positive effects on the urinary catheterization skills of nursing students, and its positive effect increased for both knowledge and skills when it supplements classroom instruction. Based on these results, we suggest the use of web-based education as a supplement to traditional classroom instruction for nursing education. © 2013.

The Use of Reading Games (Activities) in the Classroom.

ERIC Educational Resources Information Center

Georges, Betty

A study was conducted to determine if the use of reading games or activities would cause greater improvement in the reading achievement scores of third grade low-achieving students in an urban school than would traditional instructional methods. A control group of five children received traditional reading instruction, while an experimental group…

Rehearsal Processes in Children's Memory.

ERIC Educational Resources Information Center

Ornstein, Peter A.; Liberty, Charles

This study investigates developmental trends in free recall, with emphasis on rehearsal processes. An overt rehearsal technique was used in which 28 children in grades 3, 6, and 8 were instructed to rehearse out loud while trying to memorize a list of unrelated nouns. Control groups at each age level received standard free recall instructions,…

Use of an Interactive General-Purpose Computer Terminal to Simulate Training Equipment Operation.

ERIC Educational Resources Information Center

Lahey, George F.; And Others

Trainees from Navy Basic Electricity/Electronics School were assigned to receive either computer-assisted instruction (CAI) or conventional individualized instruction in a segment of a course requiring use of a multimeter to measure resistance and current flow. The (CAI) group used PLATO IV plasma-screen terminals; individualized instruction…

Systematic instruction for individuals with acquired brain injury: Results of a randomized controlled trial

PubMed Central

Powell, Laurie Ehlhardt; Glang, Ann; Ettel, Deborah; Todis, Bonnie; Sohlberg, McKay; Albin, Richard

2012-01-01

The goal of this study was to experimentally evaluate systematic instruction compared with trial-and-error learning (conventional instruction) applied to assistive technology for cognition (ATC), in a double blind, pretest-posttest, randomized controlled trial. Twenty-nine persons with moderate-severe cognitive impairments due to acquired brain injury (15 in systematic instruction group; 14 in conventional instruction) completed the study. Both groups received 12, 45-minute individual training sessions targeting selected skills on the Palm Tungsten E2 personal digital assistant (PDA). A criterion-based assessment of PDA skills was used to evaluate accuracy, fluency/efficiency, maintenance, and generalization of skills. There were no significant differences between groups at immediate posttest with regard to accuracy and fluency. However, significant differences emerged at 30-day follow-up in favor of systematic instruction. Furthermore, systematic instruction participants performed significantly better at immediate posttest generalizing trained PDA skills when interacting with people other than the instructor. These results demonstrate that systematic instruction applied to ATC results in better skill maintenance and generalization than trial-and-error learning for individuals with moderate-severe cognitive impairments due to acquired brain injury. Implications, study limitations, and directions for future research are discussed. PMID:22264146

Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students

PubMed Central

Weaver, Lindy; Holland, Terri

2014-01-01

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. PMID:25397764

Effectiveness of a co-taught handwriting program for first grade students.

PubMed

Case-Smith, Jane; Holland, Terri; White, Susan

2014-02-01

Our study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students' achievement of lower case legibility and writing fluency.

The effect of cognitive education on the performance of students with neurological developmental disabilities.

PubMed

Jepsen, Ruthanne H; VonThaden, Karen

2002-01-01

A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.

The effect of using mobile applications for improving oral hygiene in patients with orthodontic fixed appliances: a randomised controlled trial.

PubMed

Alkadhi, Omar H; Zahid, Mohammed N; Almanea, Read S; Althaqeb, Husam K; Alharbi, Turki H; Ajwa, Nancy M

2017-09-01

To investigate the effect of using mobile applications active reminders to improve oral hygiene in comparison to verbal oral hygiene instructions. Two-arm parallel randomised controlled trial. orthodontic clinics at two branches of a university hospitals of the college of dentistry of Riyadh Colleges of Dentistry and Pharmacy, Riyadh, Saudi Arabia. Forty-four 12-year-old and older subjects. Subjects undergoing orthodontic treatment with fixed appliances were randomly assigned to one of two groups using simple randomisation. Group I: subjects received a mobile application that sends active reminders of oral hygiene three times a day (n = 22). Group II: subjects received verbal oral hygiene instructions verbally during their routine orthodontic visits (n = 22). Two primary outcomes were assessed using plaque index (PI) and gingival index (GI) for Ramfjord teeth to evaluate the level of oral hygiene at baseline and after 4 weeks. Mean differences for PI and GI for group I were reduced from T1 to T2 (P < 0.05, P < 0.05) but did not significantly change for group II (P > 0.05, P > 0.05). Both PI and GI significantly reduced for group I compared to group II between T1 and T2 (P < 0.05, P < 0.05). PI and GI all significantly decreased after 4 weeks of using active reminders of oral hygiene instructions on mobile application compared to verbal oral hygiene instructions. The study was registered at clinicaltrials.gov with number: NCT03109769.

Error affect inoculation for a complex decision-making task.

PubMed

Tabernero, Carmen; Wood, Robert E

2009-05-01

Individuals bring knowledge, implicit theories, and goal orientations to group meetings. Group decisions arise out of the exchange of these orientations. This research explores how a trainee's exploratory and deliberate process (an incremental theory and learning goal orientation) impacts the effectiveness of individual and group decision-making processes. The effectiveness of this training program is compared with another program that included error affect inoculation (EAI). Subjects were 40 Spanish Policemen in a training course. They were distributed in two training conditions for an individual and group decision-making task. In one condition, individuals received the Self-Guided Exploration plus Deliberation Process instructions, which emphasised exploring the options and testing hypotheses. In the other condition, individuals also received instructions based on Error Affect Inoculation (EAI), which emphasised positive affective reactions to errors and mistakes when making decisions. Results show that the quality of decisions increases when the groups share their reasoning. The AIE intervention promotes sharing information, flexible initial viewpoints, and improving the quality of group decisions. Implications and future directions are discussed.

Examining the Impact of Video Modeling Techniques on the Efficacy of Clinical Voice Assessment.

PubMed

Werner, Cara; Bowyer, Samantha; Weinrich, Barbara; Gottliebson, Renee; Brehm, Susan Baker

2017-01-01

The purpose of the current study was to determine whether or not presenting patients with a video model improves efficacy of the assessment as defined by efficiency and decreased variability in trials during the acoustic component of voice evaluations. Twenty pediatric participants with a mean age of 7.6 years (SD = 1.50; range = 6-11 years), 32 college-age participants with a mean age of 21.32 years (SD = 1.61; range = 18-30 years), and 17 adult participants with a mean age of 54.29 years (SD = 2.78; range = 50-70 years) were included in the study and divided into experimental and control groups. The experimental group viewed a training video prior to receiving verbal instructions and performing acoustic assessment tasks, whereas the control group received verbal instruction only prior to completing the acoustic assessment. Primary measures included the number of clinician cues required and instructional time. Standard deviations of acoustic measurements (eg, minimum and maximum frequency) were also examined to determine effects on stability. Individuals in the experimental group required significantly less cues, P = 0.012, compared to the control group. Although some trends were observed in instructional time and stability of measurements, no significant differences were observed. The findings of this study may be useful for speech-language pathologists in regard to improving assessment of patients' voice disorders with the use of video modeling. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

The effects of traditional learning and a learning cycle inquiry learning strategy on students' science achievement and attitudes toward elementary science

NASA Astrophysics Data System (ADS)

Ebrahim, Ali

The purpose of this study is to examine the impact of two instructional methods on students' academic achievement and attitudes toward elementary science in the State of Kuwait: traditional teaching method and the 4-E learning cycle inquiry teaching method. The subjects were 111 students from four intact 4th grade classes. The experiment group (n = 56) received the learning cycle instruction while the control group (n = 55) received a more traditional approach over a four week period. The same female teacher taught the experimental and control groups for boys and a different female teacher taught experimental and control groups for girls. The dependent variables were measured through the use of: (1) a science achievement test to assess student achievement; and (2) an attitude survey to measure students' attitudes toward science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes measures. The two way MANOVA reveals that: the 4-E learning cycle instructional method produces significantly greater achievement and attitudes among fourth grade science students than the traditional teaching approach F (2, 93) = 19.765, (P = .000), corresponding to Wilks' Lambda = .702 with an effect size of .298 and a power of 1. In light of these findings, it is therefore suggested that students can achieve greater and have higher science attitudes when the 4-E learning cycle is used. In addition, these findings support the notion that effective instruction in teaching science, such as the 4-E learning cycle instruction, should be proposed and implemented in elementary schools.

Developmental changes in using verbal self-cueing in task-switching situations: the impact of task practice and task-sequencing demands.

PubMed

Kray, Jutta; Gaspard, Hanna; Karbach, Julia; Blaye, Agnès

2013-01-01

In this study we examined whether developmental changes in using verbal self-cueing for task-goal maintenance are dependent on the amount of task practice and task-sequencing demands. To measure task-goal maintenance we applied a switching paradigm in which children either performed only task A or B in single-task blocks or switched between them on every second trial in mixed-task blocks. Task-goal maintenance was determined by comparing the performance between both blocks (mixing costs). The influence of verbal self-cueing was measured by instructing children to either name the next task aloud or not to verbalize during task preparation. Task-sequencing demands were varied between groups whereas one group received spatial task cues to support keeping track of the task sequence, while the other group did not. We also varied by the amount of prior practice in task switching while one group of participants practiced task switching first, before performing the task naming in addition, and the other group did it vice versa. Results of our study investigating younger (8-10 years) and older children (11-13 years) revealed no age differences in beneficial effects of verbal self-cueing. In line with previous findings, children showed reduced mixing costs under task-naming instructions and under conditions of low task-sequence demands (with the presence of spatial task cues). Our results also indicated that these benefits were only obtained for those groups of children that first received practice in task switching alone with no additional verbalization instruction. These findings suggest that internal task-cueing strategies can be efficiently used in children but only if they received prior practice in the underlying task so that demands on keeping and coordinating various instructions are reduced. Moreover, children benefitted from spatial task cues for better task-goal maintenance only if no verbal task-cueing strategy was introduced first.

Instructional design in a chemistry laboratory course: The impact of structure and aptitudes on performance and attitudes

NASA Astrophysics Data System (ADS)

Kozma, Robert B.

Elements of instructional design such as explicitly stated objectives, reviews, examples, questions, and feedback were incorporated into the laboratory manual and instruction for a unit on kinetics in a college laboratory course. This treatment (high structure) was given to five sections of students (N = 109), while a laboratory manual and instructions that emphasized informational content without the use of these design strategies (low structure) was given to another five sections (N = 108) taught by the same instructors. The students receiving the additional structure scored significantly higher on a quiz, took less time to solve a set of laboratory problems, and felt more satisfied with the instruction provided. There were no differences between groups in their comfort with the knowledge acquired. There were no interactions with performance outcomes, but several occurred for attitudes, treatments, and personality measures. The more conforming the students, the more satisfied they were with the instruction in the high-structured group and the less they liked it in the low-structured group. The more motivated the students, the more they liked the instruction in the high-structure treatment, and even more in the low-structure group. There was also a complex interaction among treatment, anxiety, ability, and treatment satisfaction.

Increasing Literacy Skills for Students with Intellectual and Developmental Disabilities: Effects of Integrating Comprehensive Reading Instruction with Sign Language

ERIC Educational Resources Information Center

Beecher, Larissa; Childre, Amy

2012-01-01

This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading…

Beginning Wind Instrument Instruction: A Comparison of Aural and Visual Approaches

ERIC Educational Resources Information Center

Haston, Warren

2010-01-01

The purpose of this study was to assess the effectiveness of teaching beginning wind instrumentalists using a sound-before-sight (aural) approach, designed to foster the connections between eyes, ears, and fingers; and capitalize on students' musical intuitions. Participants received one hour of weekly instruction for 15 weeks. One group (n = 10)…

AN EXPERIMENTAL STUDY UTILIZING CLOSED-CIRCUIT TELEVISION IN THE TEACHING OF DENTAL TECHNIQUES.

ERIC Educational Resources Information Center

MORRISON, ARTHUR H.

CLOSED CIRCUIT TELEVISION WAS WELL RECEIVED BY DENTISTRY STUDENTS AT NEW YORK UNIVERSITY BUT FAILED TO YIELD SIGNIFICANT GAINS IN ACHIEVEMENT OVER CONVENTIONAL INSTRUCTION. TWENTY-ONE NULL HYPOTHESES WERE TESTED ON 154 MALE SOPHOMORE STUDENTS, WHO WERE DIVIDED INTO GWO GROUPS, HALF BEING INSTRUCTED TO A LARGE EXTENT VIA CCTV, TV CLASS, AND HALF…

The Effect of Two Handwriting Approaches, D'Nealian and Sunform, on Kindergartners' Letter Formations

ERIC Educational Resources Information Center

Shaw, Donita Massengill

2011-01-01

The purpose of this study was to evaluate the effect of two handwriting approaches, D'Nealian and Sunform, on kindergartners' letter formations. Forty-one participants received D'Nealian handwriting instruction as the control group; 133 kindergartners were instructed in Sunform as the experimental approach. Pre-post tests at the beginning and end…

The Effectiveness of Computer-Based EFL Instruction among Primary School Students in Israel

ERIC Educational Resources Information Center

Shamir, Haya; Johnson, Erin Phinney

2012-01-01

This paper presents an effectiveness study of a computer-based English reading program, the Waterford Early Reading Program (WERP), among first and second grade students in Israel. Students who used the program were compared to a control group only receiving English as a foreign language (EFL) instruction as part of the school curriculum. First…

Effect of passive concentration as instructional set for training enhancement of EEG alpha.

PubMed

Knox, S S

1980-12-01

The technique of passive concentration, employed by autogenic training and Transcendental Meditation for achieving relaxation, was tested here as a technique for enhancing EEG alpha. Of 30 subjects displaying between 15% and 74% alpha in their resting EEGs recruited, 10 had to be eliminated. The remaining 20 constituted two groups. One was instructed only to attempt to maintain a tone indicating alpha but given no information about technique (control group). The other was given additional instructions in passive concentration (experimental group). Both were given four 5-min. trials a day for 4 consecutive days. Heart rate and skin conductance were measured to monitor autonomic arousal. The group receiving instructions in passive concentration had significantly less alpha than the control group, which did not increase amount of alpha above baseline. The reduction of alpha in the experimental group was interpreted as resulting from beginning long training periods (20 min. per day), a practice advocated by Transcendental Meditation but discouraged by autogenic training. It was concluded that the relevance of passive concentration for alpha enhancement is doubtful.

A Simple Handbook for Non-Traditional Red Teaming

DTIC Science & Technology

2017-01-01

using 265 participants divided into an experimental and a control group , and applying the Inventory of Cognitive Biases in Medicine (ICBM) which is...10% better than the group who received no instructions regarding biases, with the control group scoring below chance level on the ICBM. Hershberger

Improving self-perception and self-efficacy in patients with spinal cord injury: the efficacy of DVD-based instructions.

PubMed

Chen, Hsiao-Yu; Wu, Tzu-Jung; Lin, Chiu-Chu

2015-06-01

We assessed the effects of a spinal cord injury home rehabilitation DVD on patients with spinal cord injury. Multimedia have been used widely in health care in the digital age. The provision of rehabilitation instructions is a major responsibility of the rehabilitation staff. This study adopted a quasi-experimental pretest-posttest control group design. We collected data from a rehabilitation nursing ward at a medical centre between October 2011-April 2012. The participants were recruited before being discharged from the hospital. The experimental group (n = 28) received multimedia DVD instructions for three months, in addition to teaching sessions conducted by the researcher, whereas the control group (n = 31) received instructions without a DVD. Both groups completed the self-perception and self-efficacy scales used in this study before and after the intervention. The results indicated that, after the multimedia DVD intervention, the experimental group exhibited a considerably greater improvement in self-perception than did the control group. Although we recorded increased scores for both self-perception and self-efficacy for both groups, no marked differences emerged between the control and the intervention groups by using a generalised estimating equation. These results suggest that the home rehabilitation DVD is an effective instrument for improving self-perception and self-efficacy in patients with spinal cord injury. However, monitoring these patients over the long term is necessary. Our study results confirmed that the spinal cord injury home rehabilitation DVD is a practical health education tool. We plan to use the proposed DVD intervention with a larger number of hospitalised patients, and to continuously monitor their improvement. © 2015 John Wiley & Sons Ltd.

Self-instruction: An analysis of the differential effects of instruction and reinforcement

PubMed Central

Roberts, Richard N.; Nelson, Rosemery O.; Olson, Terry W.

1987-01-01

This study investigated the impact of training 9 first- and second-grade children to use a full self-instructional regimen, and then differentially reinforced the use of self-instruction only, accuracy only, or both self-instruction and accuracy. Three comparison children received no training in self-instruction and were reinforced for accuracy only. Children improved dramatically in academic accuracy subsequent to self-instructional training, independent of the use of self-instruction and of the specific behavior consequated. Children who were reinforced for using self-instruction did use self-instruction, and those who were not, did not. Comparison group children showed little improvement until training in problem-solving strategies was given after 9 days of reinforcement for accuracy. Self-instructional training is discussed as one type of event that increases the likelihood of accurate performance. Its effectiveness may be explained in terms of a teaching strategy rather than in terms of modifying cognitive processes. PMID:16795700

Verbal instruction for correcting errors versus such instructions plus videotape replay on learning the overhand throw.

PubMed

Kernodle, M W; Johnson, R; Arnold, D R

2001-06-01

The influence of two methods of providing information to women, ages 19 to 22 years who were novices and learning the overhand throw with the nondominant arm, was examined. One group received verbal information on correcting errors, and a second group received the same information immediately prior to viewing a videotaped replay of a just completed throw. Performance was assessed quantitatively with respect to outcome (distance thrown) and qualitatively with respect to throwing form as measured on a 7-point rating scale by judges with a working knowledge of the overhand throw and with respect to throwing mechanics rated by a panel of experts in biomechanics using a scale of Leme and Shambes. Although the treatments led to better learning and performance, there was no significant difference between groups for distance thrown on the Leme and Shambes scale in Sessions 1-6 of 10 trials each on Session 7. The mean rating also indicated increased scores for both groups and better retention at posttest by the group receiving only verbal corrections. These results suggest that information provided by adding videotaped replay may be redundant and unnecessary for those in Sessions 1-6.

An Investigation of the System Concept.

ERIC Educational Resources Information Center

Hill, Douglas M.; Redden, Michael G.

1985-01-01

Control group students (receiving descriptive, non-inquiry science) and experimental group students (using Science Curriculum Improvement Study-SCIS "Interaction and Systems" materials) were later combined in grade 4 for instruction with SCIS "Subsystems and Variables" materials. Results show similar difficulties in learning…

Development, implementation, and evaluation of an energy and power unit of instruction for junior high school industrial arts/technology education programs

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

Litowitz, L.S.

The unit of instruction was developed and refined in three stages. In the first stage, potential objectives for the unit of instruction were identified from appropriate literature. The objectives were mailed to a group primarily consisting of IA/TE state supervisors for critiquing. Upon receiving responses from the critique group, a revised list of objectives was created. From this revised list a content framework was developed. The content framework was then submitted for critiquing to a second group primarily consisting of energy and power curriculum developers. The responses from the second critique group were summarized, and a refined content framework wasmore » produced. A series of twelve hand-on learning activities for junior high school students were then developed to fulfill the unit objectives and concepts identified in the content framework. These activities were critiqued by a final group of experts representing in-service junior high school IA/TE teachers. Revisions to the unit of instruction were made based on feedback from the final critique group. The unit of instruction was then implemented in a junior high school setting as a final means of obtaining formative evaluation. Results of the formative evaluation indicated that the students who participated in the field test had met many of the unit objectives. Recommendations as to the use of the unit of instruction were made.« less

Influencing Preschoolers' Awareness and Feelings regarding Depicted Physical Disabilities.

ERIC Educational Resources Information Center

Eggers, Nancy L.

1983-01-01

Subjects in an experimental group received a 30-minute instructional presentation consisting of a filmstrip about a handicapped child, descriptions of spasticity and flaccidity, and role play with five orthopedic appliances. In comparison with control group subjects, experimental group members demonstrated an increased awareness of the appliances…

Enhancement of Creativity in Computer Environments.

ERIC Educational Resources Information Center

Clements, Douglas H.

1991-01-01

The effects of the LOGO computer programing environment on creativity were studied for 73 8-year-old third graders (33 males and 40 females) who were tested before and after LOGO instruction. Overall, the LOGO group significantly outperformed a comparison group receiving non-LOGO creativity training and a nontreatment control group. (SLD)

Evidence of a Differential Effect of Ability Grouping on the Reading Achievement Growth of Language-Minority Hispanics

ERIC Educational Resources Information Center

Robinson, Joseph P.

2008-01-01

Ability grouping is sometimes thought to exacerbate inequality by increasing achievement gaps; however, ability grouping may in fact benefit a fast growing and often marginalized student population: children from non-English-speaking home environments. The level-appropriate, small-group instruction received in reading ability groups may be…

THE PRODUCTION AND EVALUATION OF THREE COMPUTER-BASED ECONOMICS GAMES FOR THE SIXTH GRADE. FINAL REPORT.

ERIC Educational Resources Information Center

WING, RICHARD L.; AND OTHERS

THE PURPOSE OF THE EXPERIMENT WAS TO PRODUCE AND EVALUATE 3 COMPUTER-BASED ECONOMICS GAMES AS A METHOD OF INDIVIDUALIZING INSTRUCTION FOR GRADE 6 STUDENTS. 26 EXPERIMENTAL SUBJECTS PLAYED 2 ECONOMICS GAMES, WHILE A CONTROL GROUP RECEIVED CONVENTIONAL INSTRUCTION ON SIMILAR MATERIAL. IN THE SUMERIAN GAME, STUDENTS SEATED AT THE TYPEWRITER TERMINALS…

The Integration of Language and Content: Form-Focused Instruction in a Content-Based Language Program

ERIC Educational Resources Information Center

Valeo, Antonella

2013-01-01

This comparative, classroom-based study investigated the effect and effectiveness of introducing a focus on form approach to a content-based, occupation-specific language program for adults. Thirty-six adults in two classes participated in a 10-week study. One group of 16 adults received content-based instruction that included a focus on form…

Examining the Efficacy of a Multitiered Intervention for At-Risk Readers in Grade 1

ERIC Educational Resources Information Center

Smith, Jean Louise M.; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith; Kosty, Derek; Baker, Scott K.

2016-01-01

This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…

A systematic and comprehensive approach to teaching and evaluating interpersonal skills.

PubMed

Grayson, M; Nugent, C; Oken, S L

1977-11-01

This study addressed one problem with current methods for teaching and evaluating interpersonal skills: the failure to include a wide range of behaviors reported in the literature as contributing to patient dissatisfaction and noncompliance. To address this concern, the authors developed a comprehensive interpersonal skills training program and a pretest-posttest evaluation. The tests were administered to two student groups one of which received the interpersonal skills instruction. The student group exposed to the training exhibited a significant positive change from pretest to posttest. Additionally the change for this group was significantly greater than the change for the group not exposed to interpersonal skills instruction.

Occupational therapy and Colles' fractures.

PubMed

Christensen, O M; Kunov, A; Hansen, F F; Christiansen, T C; Krasheninnikoff, M

2001-01-01

In this randomized trial, we enrolled 30 patients treated for a distal radius Colles' type fracture. The fractures were reduced if necessary and fixed in a below-elbow plaster cast for 5 weeks. One group consisting of 14 patients received instructions for shoulder; elbow and finger exercise and the other group consisting of 16 patients had occupational therapy. At 5 weeks, 3 and 9 months we measured the functional scores. There were no statistically significant differences between the groups at any time. It seems that for non-surgically treated patients with a distal radius fracture only instructions are necessary.

Instructional video for teaching venepuncture.

PubMed

Pan, Michael; Harcharik, Sara; Moskalenko, Marina; Luber, Adam; Bernardo, Sebastian; Levitt, Jacob

2014-10-01

Safe venepuncture technique is a critical skill for health care professionals, to avoid accidental occupational injury. This study investigates whether watching an instructional video improves medical students' ability to perform venepuncture safely. This was a randomised, controlled, assessor-blinded trial that evaluated the utility of an instructional video, with the primary outcome of the ability to perform venepuncture safely. Forty-two second-year medical students were recruited and randomised to receive either video instruction (group A, n = 20) or no intervention (group B, n = 22). Prior to the study, all students attended an instructor-led workshop on venepuncture. During the study, students were paired and instructed to perform venepuncture on a partner. Performance was assessed using a points-based checklist. Pre- and post-study surveys were conducted to assess confidence with technique. The mean total checklist score was higher in group A than in group B, with values of 14.15 and 9.18, respectively (p < 0.0001, maximum 18 points). Mean scores were also higher in group A than in group B among students who performed first (p = 0.008) and students who performed second (p = 0.005) within the pair. From the post-procedure survey, only group A rated increased confidence in performing venepuncture after the study (p = 0.008). Students who watched an instructional video performed venepuncture more effectively and reported greater confidence with the technique. Medical students can benefit from having access to an instructional video on venepuncture as an adjunct to the standard curriculum. Safe venepuncture technique is a critical skill for health care professionals. © 2014 John Wiley & Sons Ltd.

Impact of exercise on the functional capacity and pain of patients with knee osteoarthritis: a randomized clinical trial.

PubMed

Oliveira, Aline Mizusaki Imoto de; Peccin, Maria Stella; Silva, Kelson Nonato Gomes da; Teixeira, Lucas Emmanuel Pedro de Paiva; Trevisani, Virgínia Fernandes Moça

2012-12-01

Muscle weakness, especially of the quadriceps muscle, is one of the major musculoskeletal effects of knee osteoarthritis. Exercises are considered one of the main interventions in the conservative treatment of those patients. To assess the effectiveness of quadriceps strengthening exercises on functional capacity and symptoms related of knee osteoarthritis by use of the Timed Up and Go test (TUG), the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC), and the Lequesne Index. One hundred patients were randomized into two groups: 1) Exercise Group (n = 50), which included stationary bicycle, hamstrings stretching, and quadriceps strengthening; 2) Instruction Group (n = 50), which received a manual with information about knee osteoarthritis and instructions on how to deal with knee symptoms in daily activities. The manual did not include exercise instructions. The Exercise Group showed statistically significant improvement regarding the TUG test, the WOMAC aspects of pain, function, and stiffness, and the Lequesne Index, as compared with the Instruction Group. Quadriceps strengthening exercises for eight weeks are effective to improve pain, function, and stiffness in patients with knee osteoarthritis.

Effects of Episodic Future Thinking and Self-Projection on Children’s Prospective Memory Performance

PubMed Central

Kretschmer-Trendowicz, Anett; Ellis, Judith A.; Altgassen, Mareike

2016-01-01

The present study is the first to investigate the benefits of episodic future thinking (EFT) at encoding on prospective memory (PM) in preschool (age: M = 66.34 months, SD = 3.28) and primary school children (age: M = 88.36 months, SD = 3.12). A second aim was to examine if self-projection influences the possible effects of EFT instructions. PM was assessed using a standard PM paradigm in children with a picture-naming task as the ongoing activity in which the PM task was embedded. Further, two first- and two second-order ToM tasks were administered as indicator of children’s self-projection abilities. Forty-one preschoolers and 39 school-aged children were recruited. Half of the participants in each age group were instructed to use EFT as a strategy to encode the PM task, while the others received standard PM instructions. Results revealed a significant age effect, with school-aged children significantly outperforming preschoolers and a significant effect of encoding condition with overall better performance when receiving EFT instructions compared to the standard encoding condition. Even though the interaction between age group and encoding condition was not significant, planned comparisons revealed first evidence that compared to the younger age group, older children’s PM benefitted more from EFT instructions during intention encoding. Moreover, results showed that although self-projection had a significant impact on PM performance, it did not influence the effects of EFT instructions. Overall, results indicate that children can use EFT encoding strategies to improve their PM performance once EFT abilities are sufficiently developed. Further, they provide first evidence that in addition to executive functions, which have already been shown to influence the development of PM across childhood, self-projection seems to be another key mechanism underlying this development. PMID:27355645

The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

NASA Astrophysics Data System (ADS)

Sezgin Selçuk, Gamze; Sahin, Mehmet; Açıkgöz, Kamile Ün

2011-01-01

This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers ( n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools.

PubMed

Restrepo, M Adelaida; Castilla, Anny P; Schwanenflugel, Paula J; Neuharth-Pritchett, Stacey; Hamilton, Claire E; Arboleda, Alejandra

2010-01-01

The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination index, and grammaticality of sentences. Forty-five Spanish-speaking children attending English-only prekindergarten classrooms were selected for study. Of those, 15 children received 30 min of Spanish instruction 5 days a week for 16 weeks. The program targeted 5-10 vocabulary words a week, dialogic book reading, phonemic awareness, and letter knowledge. The remaining 30 children participated in regular preschool English instruction. Students were evaluated before intervention, immediately after intervention, and 4 months following intervention. Repeated measures analyses of variance indicated that the children who received the small-group supplemental Spanish language instruction made significant gains in their Spanish sentence length in words and subordination index when compared to those receiving regular English-only classroom instruction. There were no differences in the children's grammaticality of sentences. The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs.

Comparing the cognitive differences resulting from modeling instruction: Using computer microworld and physical object instruction to model real world problems

NASA Astrophysics Data System (ADS)

Oursland, Mark David

This study compared the modeling achievement of students receiving mathematical modeling instruction using the computer microworld, Interactive Physics, and students receiving instruction using physical objects. Modeling instruction included activities where students applied the (a) linear model to a variety of situations, (b) linear model to two-rate situations with a constant rate, (c) quadratic model to familiar geometric figures. Both quantitative and qualitative methods were used to analyze achievement differences between students (a) receiving different methods of modeling instruction, (b) with different levels of beginning modeling ability, or (c) with different levels of computer literacy. Student achievement was analyzed quantitatively through a three-factor analysis of variance where modeling instruction, beginning modeling ability, and computer literacy were used as the three independent factors. The SOLO (Structure of the Observed Learning Outcome) assessment framework was used to design written modeling assessment instruments to measure the students' modeling achievement. The same three independent factors were used to collect and analyze the interviews and observations of student behaviors. Both methods of modeling instruction used the data analysis approach to mathematical modeling. The instructional lessons presented problem situations where students were asked to collect data, analyze the data, write a symbolic mathematical equation, and use equation to solve the problem. The researcher recommends the following practice for modeling instruction based on the conclusions of this study. A variety of activities with a common structure are needed to make explicit the modeling process of applying a standard mathematical model. The modeling process is influenced strongly by prior knowledge of the problem context and previous modeling experiences. The conclusions of this study imply that knowledge of the properties about squares improved the students' ability to model a geometric problem more than instruction in data analysis modeling. The uses of computer microworlds such as Interactive Physics in conjunction with cooperative groups are a viable method of modeling instruction.

Assessment of parental tooth-brushing following instruction with single-headed and triple-headed toothbrushes.

PubMed

Telishevesky, Yoel S; Levin, Liran; Ashkenazi, Malka

2012-01-01

The purpose of this study was to evaluate the effect of toothbrush design on the ability of parents to effectively brush their children's teeth. Parents of children (mean age=5.1±0.75 years old) from 4 kindergarten schools were randomly assigned to receive instruction in brushing their children's teeth using a manual single-headed toothbrush (2 schools) or a triple-headed toothbrush (2 schools). The parents' ability to brush their children's teeth was evaluated according to a novel toothbrush performing skill index (Ashkenazi Index), based on 2 criteria: (1) placement of the toothbrush on each tooth segment to be brushed ("reach"); and (2) completion of enough strokes on each segment ("stay"). One month after instruction, tooth-brushing ability was re-evaluated and plaque index of the children's teeth was assessed. One month after instruction, parents using the triple-headed toothbrush received significantly higher scores on the tooth-brushing performance index (~86%), than did those in the single-headed group (~61%; P=.001). The plaque index was significantly higher in the single-headed group (0.97±0.38) vs the triple-headed group (0.72±0.29; P<.01). The tooth-brushing performance index correlated negatively with the plaque index (P<.01). A triple-headed toothbrush promotes more consistent tooth-brushing by parents than does a single-headed toothbrush.

Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students.

PubMed

Case-Smith, Jane; Weaver, Lindy; Holland, Terri

2014-01-01

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. Copyright © 2014 by the American Occupational Therapy Association, Inc.

Effects of instructional focus on learning a classical ballet movement, the pirouette.

PubMed

Denardi, Renata Alvares; Corrêa, Umberto Cesar

2013-01-01

This study investigated how changes in the focus of instruction might affect the learning by individuals who are not trained dancers of a complex classical ballet movement, the pirouette. Seventy-two volunteer college students were divided into six groups according to the focus of instruction: (1.) head, (2.) arms, (3.) trunk, (4.) knees, (5.) feet, and (6.) controls. In the acquisition phase, all groups performed 160 trials, over 2 consecutive days. At the beginning of each day, they received verbal instruction regarding some of the general principles involved in performance of the pirouette and viewed a video that illustrated those principles. Each group (head, arms, etc., exclusive of controls) was then given specific directions for controlling focus on its body part while performing the movement. After a week, all participants were asked to complete a retention test, with no additional instruction. The trials were videotaped with two cameras (frontally and laterally), and the results were analyzed by 10 specially trained examiners, utilizing Movement Pattern and Error of Performance measures. They revealed that all groups improved in the acquisition phase, and the improvement was maintained in the retention test. No differences were revealed between groups. It was concluded that generalized instruction in basic principles of the movement was more effective than focus on specific body parts in the teaching and learning of the pirouette.

Computers and the Learning of Biological Concepts: Attitudes and Achievement of Nigerian Students.

ERIC Educational Resources Information Center

Jegede, Olugbemiro J.

1991-01-01

Compared attitudes toward computer use and achievement in biology for three groups of Nigerian students (n=64): (1) working alone with computer; (2) working in groups of three on the computer; (3) and a control group that received normal instruction (lecture). Students in the second group had the highest scores on attitude. No significant…

Placebo and Nocebo Effects in Sexual Medicine: An Experimental Approach.

PubMed

Kruger, Tillmann H C; Grob, Carolin; de Boer, Claas; Peschel, Thomas; Hartmann, Uwe; Tenbergen, Gilian; Schedlowski, Manfred

2016-11-16

Few studies have investigated placebo and nocebo effects in a human sexuality context. Studying placebo and nocebo responses in this context may provide insight into their potential to modulate sexual drive and function. To examine such effects in sexual medicine, 48 healthy, male heterosexual participants were divided into four groups. Each group received instruction to expect stimulating effects, no effect, or an inhibitory effect on sexual functions. Only one group received the dopamine agonist cabergoline; all other groups received placebo or nocebo. Modulations in sexual experience were examined through an established experimental paradigm of sexual arousal and masturbation-induced orgasm during erotic film sequences with instruction to induce placebo or nocebo effects. Endocrine data, appetitive, consummatory, and refractory sexual behavior parameters were assessed using the Arizona Sexual Experience Scale (ASEX) and the Acute Sexual Experience Scale (ASES). Results showed increased levels of sexual function after administration of cabergoline with significant effects for several parameters. Placebo effects were induced only to a small degree. No negative effects on sexual parameters in the nocebo condition were noted. This paradigm could induce only small placebo and nocebo effects. This supports the view that healthy male sexual function seems relatively resistant to negative external influences.

Order information and free recall: evaluating the item-order hypothesis.

PubMed

Mulligan, Neil W; Lozito, Jeffrey P

2007-05-01

The item-order hypothesis proposes that order information plays an important role in recall from long-term memory, and it is commonly used to account for the moderating effects of experimental design in memory research. Recent research (Engelkamp, Jahn, & Seiler, 2003; McDaniel, DeLosh, & Merritt, 2000) raises questions about the assumptions underlying the item-order hypothesis. Four experiments tested these assumptions by examining the relationship between free recall and order memory for lists of varying length (8, 16, or 24 unrelated words or pictures). Some groups were given standard free-recall instructions, other groups were explicitly instructed to use order information in free recall, and other groups were given free-recall tests intermixed with tests of order memory (order reconstruction). The results for short lists were consistent with the assumptions of the item-order account. For intermediate-length lists, explicit order instructions and intermixed order tests made recall more reliant on order information, but under standard conditions, order information played little role in recall. For long lists, there was little evidence that order information contributed to recall. In sum, the assumptions of the item-order account held for short lists, received mixed support with intermediate lists, and received no support for longer lists.

A Stacked Approach to Reading Intervention: Increasing 2nd- and 3rd-Graders' Independent Reading Levels with an Intervention Program

ERIC Educational Resources Information Center

Young, Chase; Durham, Patricia; Rosenbaum-Martinez, Crystal

2018-01-01

Fifty 2nd- and 3rd-grade students identified as experiencing difficulty reading were randomly assigned to experimental and control groups. In the experimental group, students received a reading intervention called Read Two Impress for a total of 360 min. Students in the control continued to receive regular instruction from their teacher. A 2 × 3…

48 CFR 1846.672-3 - Multiple consignee instructions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SPACE ADMINISTRATION CONTRACT MANAGEMENT QUALITY ASSURANCE Material Inspection and Receiving Reports... description. (c) Block 17—Enter the “total” quantity shipped by item or, if applicable, grouped identical...

48 CFR 1846.672-3 - Multiple consignee instructions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... SPACE ADMINISTRATION CONTRACT MANAGEMENT QUALITY ASSURANCE Material Inspection and Receiving Reports... description. (c) Block 17—Enter the “total” quantity shipped by item or, if applicable, grouped identical...

Behavioral sleep modification may revert transformed migraine to episodic migraine.

PubMed

Calhoun, Anne H; Ford, Sutapa

2007-09-01

Sleep problems have been linked with headaches for more than a century, but whether the headaches are the cause or the result of the disrupted sleep is unknown. We previously reported that nonrestorative sleep and poor sleep habits are almost universal in a referral population of women with transformed migraine (TM). Since cognitive behavioral therapy is effective in improving sleep quality in individuals with poor sleep hygiene, we designed a randomized, placebo-controlled study to assess the impact of such treatment on TM. We hypothesized that behavioral sleep modification (BSM) would be associated with improvement in headache frequency and intensity and with reversion to episodic migraine. Subjects were 43 women with TM referred to an academic headache center. After obtaining informed consent, patients were randomized to receive either behavioral sleep instructions or placebo behavioral instructions in addition to usual medical care. Subjects recorded headaches in standardized diaries. The first postintervention visit was scheduled at 6 weeks. At that visit, the blind was broken and all subjects received BSM instructions. A final visit was scheduled 6 weeks later. Compared to the placebo behavioral group, the BSM group reported statistically significant reduction in headache frequency [F (1, 33 = 12.42, P=.001)] and headache intensity [F(1, 33 = 14.39, P= .01)]. They were more likely to revert to episodic migraine chi2 (2, n = 43) = 7.06, P= .029. No member of the control group reverted to episodic migraine by the first postintervention visit. By the final visit, 48.5% of those who had received BSM instructions had reverted to episodic migraine. In this pilot study of women with TM, we found that a targeted behavioral sleep invention was associated with improvement in headache frequency, headache index, and with reversion to episodic migraine.

Clinical Outcomes of Continuation of Metformin Titration Instructions with Electronic Prescribing.

PubMed

Delate, Thomas; Rader, Nathan; Rawlings, Julia E; Smith, Karen; Herner, Sheryl J

2015-06-01

Anecdotal evidence suggests that metformin titration instructions are not being updated and refill requests are approved without modification of the titration instructions such that the titration instructions is continued for patients newly initiated on metformin. This was a retrospective cohort analysis of adult patients who received newly initiated metformin pharmacotherapy. Patients were followed from their initial metformin purchase through two subsequent metformin refill purchases. Outcomes, including the 3-year incidence rate of patients with at least one set of continued titration instructions and proportions of patients with at least one gastrointestinal adverse effect (AE) and those with an elevated glucose measurement at follow-up, were assessed during the time period between patients' second and third metformin purchases. Analyses were performed comparing the exposure (i.e., patients with continued instructions) group to the control (i.e., patients without continued instructions) group. The exposure group had a higher mean age and chronic disease score but lower metformin starting dose than the control group (all p < 0.05). The 3-year incidence rate of patients with at least one continuation of titration instructions was 60.3 % (95 % CI 58.3-62.3). Gastrointestinal AEs were rare with equivalent proportions of patients in each group experiencing an event (p > 0.05). Control patients (48.7 % of patients with a measurement) were more likely to have had poorly controlled glucose than exposure patients (35.7 % of patients with a measurement) (p < 0.001). A high rate of continuation of titration instructions for patients newly initiated on metformin was observed; however, such continuation did not negatively affect clinical outcomes.

Impact of Video Discharge Instructions for Pediatric Fever and Closed Head Injury from the Emergency Department.

PubMed

Ismail, Shareen; McIntosh, Mark; Kalynych, Colleen; Joseph, Madeline; Wylie, Todd; Butterfield, Ryan; Smotherman, Carmen; Kraemer, Dale F; Osian, Sarah R

2016-03-01

Lack of understanding of diagnosis and disease process remains a major complaint of caregivers who bring their children to the pediatric emergency department (PED). Misunderstanding of diagnosis and discharge instructions can lead to unnecessary return visits and health disparities. We attempted to determine if video discharge instructions when added to standard of care written and verbal instruction improved caregivers' comprehension of their child's diagnosis, disease process, and discharge instructions. Caregivers who presented to the PED with a child's chief complaint of fever or closed head injury (CHI) were included and randomized into a control or intervention group. Each group received standard discharge instructions, and the intervention group additionally viewed a video. Participants completed a post-test on knowledge and were followed 2 weeks post-visit to determine follow-up care. Sixty-three caregivers participated in the study. Eleven participants had less than a high school (HS) education and 52 had more than a HS education. Thirty-one children presented with fever and 32 with CHI. The intervention group had significantly higher percentage of correct answers on postintervention tests (median [Mdn] = 88.89) than the control (Mdn = 75.73; p < 0.0001). Participants in the intervention group with less than a HS education (Mdn = 89.47) and more than HS education (Mdn = 88.89) had similar test scores (p = 0.13), whereas those in the control group with less than a HS education (Mdn = 66.67) had significantly lower test scores than those with more than a HS education (Mdn = 77.78; p = 0.03). For caregivers with children who presented to the PED with fever and CHI, video discharge instructions improved caregiver comprehension of the child's diagnosis and disease process when added to verbal and written instructions. Copyright © 2016 Elsevier Inc. All rights reserved.

Conceptual change strategies in teaching genetics

NASA Astrophysics Data System (ADS)

Batzli, Laura Elizabeth

The purpose of this study was to evaluate the effectiveness of utilizing conceptual change strategies when teaching high school genetics. The study examined the effects of structuring instruction to provide students with cognitive situations which promote conceptual change, specifically instruction was structured to elicit students' prior knowledge. The goal of the study was that the students would not only be able to solve genetics problems and define basic terminology but they would also have constructed more scientific schemas of the actual processes involved in inheritance. This study is based on the constructivist theory of learning and conceptual change research which suggest that students are actively involved in the process of relating new information to prior knowledge as they construct new knowledge. Two sections of biology II classes received inquiry based instruction and participated in structured cooperative learning groups. However, the unique difference in the treatment group's instruction was the use of structured thought time and the resulting social interaction between the students. The treatment group students' instructional design allowed students to socially construct their cognitive knowledge after elicitation of their prior knowledge. In contrast, the instructional design for the control group students allowed them to socially construct their cognitive knowledge of genetics without the individually structured thought time. The results indicated that the conceptual change strategies with individually structured thought time improved the students' scientific mastery of genetics concepts and they maintained fewer post instructional alternative conceptions. Although all students gained the ability to correctly solve genetics problems, the treatment group students were able to explain the processes involved in terms of meiosis. The treatment group students were also able to better apply their knowledge to novel genetic situations. The implications for genetics instruction from these results were discussed.

The Role of Regular Home Practice in the Relaxation Treatment of Tension Headache.

ERIC Educational Resources Information Center

Blanchard, Edward B.; And Others

1991-01-01

Gave 27 tension headache sufferers progressive muscle relaxation (PMR) training, with 14 of those subjects also receiving home practice and application instructions. Compared to third group of sufferers (n=6) who merely monitored headache activity, both treated groups showed significant reduction in headache activity. Treatment groups did not…

Changes in Nutrition Knowledge Scores and Calcium Intake in Female Adolescents.

ERIC Educational Resources Information Center

Green, Julie; And Others

1991-01-01

Female adolescents were randomly assigned to an experimental group (n=29), which received nutrition instruction, and a no-treatment control group (n=20). In the experimental group, nutrition knowledge increased significantly, calcium and vitamin D intake increased, and mean intakes for calcium, vitamin D, and phosphorus were closer to the…

Shop Achievement as an Outcome of One Year Versus Two Years of AVTS Instruction.

ERIC Educational Resources Information Center

McQuay, Paul L.

The purpose of this study was to compare the shop achievement of secondary vocational-technical students who received one year versus two years of Area Vocational/Technical School (AVTS) instruction. One group attended the AVTS for both the 10th and 11th grade, while the other attended only for the 11th grade year. The criterion variable used to…

The Effects of Phonemic Awareness Instruction on the Writing Ability of First Grade At Risk Students.

ERIC Educational Resources Information Center

Carro, Dorothy J.

The purpose of this study was to evaluate the effect of increased phonemic awareness instruction on the writing ability of At Risk first graders. Twenty-three students from a suburban first grade classroom in Central New Jersey were involved in the study. Twelve at risk students were divided into two groups, each of which received one half hour of…

Vocabulary and Content Learning in Grade 9 Earth Science: Effects of Vocabulary Preteaching, Rational Cloze Task, and Reading Comprehension Task

ERIC Educational Resources Information Center

Lee, Siok H.

2010-01-01

This study examines strategies for supporting vocabulary and content learning in 5 grade 9 Earth Science classes that are part of a SDAIE program (Specially Designed Academic Instruction in English) in an urban California high school. Students received vocabulary and content instruction during a unit on Earthquakes. One group of students performed…

History-Based Instruction Enriched with Various Sources of Situational Interest on the Topic of the Atom: the Effect on Students' Achievement and Interest

NASA Astrophysics Data System (ADS)

Pekdağ, Bülent; Azizoğlu, Nursen

2018-05-01

This study examines the effect of history-based instruction on the topic of the atom on students' academic achievement and their interest in the history of science, investigating as well the relationship between student interest and academic achievement. The sample of the study consisted of two groups of freshman students from an undergraduate elementary science teachers program. The same chemistry instructor taught the groups, which were randomly assigned as an experimental and a control group. The students in the control group received traditional teacher-centered instruction, while the experimental group students were taught the topic of the atom using history-based instruction enriched with various sources of situational interest such as novelty, autonomy, social involvement, and knowledge acquisition (NASK). Data gathering instruments were the Atom Achievement Test and the History of Science Interest Scale, administered to both of the groups before and after the instruction. The data were analyzed with the independent-samples t test, the paired-samples t test, and one-way ANCOVA statistical analysis. The results showed that the history-based instruction including NASK was more effective than traditional instruction in improving the students' learning of the subject of the atom as well as in stimulating and improving students' interest in the history of science. Further, students with high interest displayed significantly better achievement than students with low interest. The better learning of the topic of the atom was more pronounced in the case of students with a high interest in the history of science compared to students with moderate or low interest.

Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing

PubMed Central

2015-01-01

This intervention study investigated the growth of letter sound reading and growth of consonant–vowel–consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching pre-school children to decode, or read, single letters. The study compared a control group, which received the preschool’s standard letter-sound instruction, to an intervention group which received a 3-step letter-sound instruction intervention. The children’s growth in letter-sound reading and CVC word decoding abilities were assessed at baseline and 2, 4, 6 and 8 weeks. When compared to the control group, the growth of letter-sound reading ability was slightly higher for the intervention group. The rate of increase in letter-sound reading was significantly faster for the intervention group. In both groups, too few children learned to decode any CVC words to allow for analysis. Results of this study support the use of the intervention strategy in preschools for teaching children print-to-sound processing. PMID:26839494

Effects of three interventions on the reading skills of children with reading disabilities in grade 2.

PubMed

Gustafson, Stefan; Fälth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael

2011-01-01

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.

Comparison between videotape and personalized patient education for anticoagulant therapy.

PubMed

Stone, S; Holden, A; Knapic, N; Ansell, J

1989-07-01

To assess the effectiveness of videotape patient education, 22 patients were randomized to receive either videotape or personalized teaching for oral anticoagulant (warfarin) therapy. Both groups scored significantly higher on a questionnaire designed to assess knowledge gained after instruction, with no significant difference between the two groups. Videotape instruction required substantially less nursing time. A second questionnaire assessed patient satisfaction with respect to both methods, which were rated equally effective and worthwhile. Videotape teaching is an effective and well-accepted alternative form of patient education requiring significantly less personnel time.

Interactive videodisc instruction is an alternative method for learning and performing a critical nursing skill.

PubMed

DeAmicis, P A

1997-01-01

A study was conducted to compare the effectiveness of interactive videodisc instruction (IVDI) with the traditional lecture/demonstration as an alternative method for learning and performing a critical nursing skill. Students were assigned randomly to a treatment group that worked in small groups to complete the IVDI on intravenous therapy skills and a control group receiving the same content in a classroom lecture/demonstration format. After the instruction, each subject performed a re-demonstration of the learned skills using specific guidelines. Results revealed that although the IVDI group scored higher on the overall re-demonstration, there was no significant difference in the ability of the two groups to effectively perform this critical nursing skill. These findings support the use of IVDI as an alternative self-paced, independent study method for learning psychomotor skills and are consistent with previous studies, which indicate that working in small groups on the computer has a positive effect on self-efficacy and achievement.

Cardiopulmonary resuscitation by chest compression alone or with mouth-to-mouth ventilation.

PubMed

Hallstrom, A; Cobb, L; Johnson, E; Copass, M

2000-05-25

Despite extensive training of citizens of Seattle in cardiopulmonary resuscitation (CPR), bystanders do not perform CPR in almost half of witnessed cardiac arrests. Instructions in chest compression plus mouth-to-mouth ventilation given by dispatchers over the telephone can require 2.4 minutes. In experimental studies, chest compression alone is associated with survival rates similar to those with chest compression plus mouth-to-mouth ventilation. We conducted a randomized study to compare CPR by chest compression alone with CPR by chest compression plus mouth-to-mouth ventilation. The setting of the trial was an urban, fire-department-based, emergency-medical-care system with central dispatching. In a randomized manner, telephone dispatchers gave bystanders at the scene of apparent cardiac arrest instructions in either chest compression alone or chest compression plus mouth-to-mouth ventilation. The primary end point was survival to hospital discharge. Data were analyzed for 241 patients randomly assigned to receive chest compression alone and 279 assigned to chest compression plus mouth-to-mouth ventilation. Complete instructions were delivered in 62 percent of episodes for the group receiving chest compression plus mouth-to-mouth ventilation and 81 percent of episodes for the group receiving chest compression alone (P=0.005). Instructions for compression required 1.4 minutes less to complete than instructions for compression plus mouth-to-mouth ventilation. Survival to hospital discharge was better among patients assigned to chest compression alone than among those assigned to chest compression plus mouth-to-mouth ventilation (14.6 percent vs. 10.4 percent), but the difference was not statistically significant (P=0.18). The outcome after CPR with chest compression alone is similar to that after chest compression with mouth-to-mouth ventilation, and chest compression alone may be the preferred approach for bystanders inexperienced in CPR.

Do Patients of Subspecialist Physicians Benefit from Written Asthma Action Plans?

PubMed Central

Mellins, Robert B.; Dimango, Emily; Serebrisky, Denise; Zhang, Yuan; Bye, Michael R.; Dovey, Mark E.; Nachman, Sami; Hutchinson, Vincent; Evans, David

2015-01-01

Rationale: Asthma clinical guidelines suggest written asthma action plans are essential for improving self-management and outcomes. Objectives: To assess the efficacy of written instructions in the form of a written asthma action plan provided by subspecialist physicians as part of usual asthma care during office visits. Methods: A total of 407 children and adults with persistent asthma receiving first-time care in pulmonary and allergy practices at 4 urban medical centers were randomized to receive either written instructions (n = 204) or no written instructions other than prescriptions (n = 203) from physicians. Measurements and Main Results: Using written asthma action plan forms as a vehicle for providing self-management instructions did not have a significant effect on any of the primary outcomes: (1) asthma symptom frequency, (2) emergency visits, or (3) asthma quality of life from baseline to 12-month follow-up. Both groups showed similar and significant reductions in asthma symptom frequency (daytime symptoms [P < 0.0001], nocturnal symptoms [P < 0.0001], β-agonist use [P < 0.0001]). There was also a significant reduction in emergency visits for the intervention (P < 0.0001) and control (P < 0.0006) groups. There was significant improvement in asthma quality-of-life scores for adults (P < 0.0001) and pediatric caregivers (P < 0.0001). Conclusions: Our results suggest that using a written asthma action plan form as a vehicle for providing asthma management instructions to patients with persistent asthma who are receiving subspecialty care for the first time confers no added benefit beyond subspecialty-based medical care and education for asthma. Clinical trial registered with www.clinicaltrials.gov (NCT 00149461). PMID:25867075

Focus of Attention in Children's Motor Learning: Examining the Role of Age and Working Memory.

PubMed

Brocken, J E A; Kal, E C; van der Kamp, J

2016-01-01

The authors investigated the relative effectiveness of different attentional focus instructions on motor learning in primary school children. In addition, we explored whether the effect of attentional focus on motor learning was influenced by children's age and verbal working memory capacity. Novice 8-9-year old children (n = 30) and 11-12-year-old children (n = 30) practiced a golf putting task. For each age group, half the participants received instructions to focus (internally) on the swing of their arm, while the other half was instructed to focus (externally) on the swing of the club. Children's verbal working memory capacity was assessed with the Automated Working Memory Assessment. Consistent with many reports on adult's motor learning, children in the external groups demonstrated greater improvements in putting accuracy than children who practiced with an internal focus. This effect was similar across age groups. Verbal working memory capacity was not found to be predictive of motor learning, neither for children in the internal focus groups nor for children in the external focus groups. In conclusion, primary school children's motor learning is enhanced by external focus instructions compared to internal focus instructions. The purported modulatory roles of children's working memory, attentional capacity, or focus preferences require further investigation.

The effectiveness of cardiopulmonary resuscitation instruction: animation versus dispatcher through a cellular phone.

PubMed

Choa, Minhong; Park, Incheol; Chung, Hyun Soo; Yoo, Sun K; Shim, Hoshik; Kim, Seungho

2008-04-01

We developed a cardiopulmonary resuscitation (CPR) instruction programme using motion capture animation integrated into cellular phones. We compared the effectiveness of animation-assisted CPR instruction with dispatcher-assisted instruction in participants with no previous CPR training. This study was a single blind cluster randomized trial. Participants were allocated to either animation-assisted CPR (AA-CPR; 8 clusters, 44 participants) group or dispatcher-assisted CPR (DA-CPR; 8 clusters, 41 participants). The overall performance and time of each step of CPR cycle were recorded on a checklist by 3 assessors. The objective performances were evaluated using the Resusci Anne SkillReporter Manikin. Differences between the groups were compared using an independent t-test adjusted for the effect of clustering. The AA-CPR group had a significantly better checklist score (p<0.001) and time to completion of 1 CPR cycle (p<0.001) than the DA-CPR group. In an objective assessment of psychomotor skill, the AA-CPR group demonstrated more accurate hand positioning (68.8+/-3.6%, p=0.033) and compression rate (72.4+/-3.7%, p=0.015) than DA-CPR group. However, the accuracy of compression depth (p=0.400), ventilation volume (p=0.977) and flow rate (p=0.627) were below 30% in both groups. Audiovisual animated CPR instruction through a cellular phone resulted in better scores in checklist assessment and time interval compliance in participants without CPR skill compared to those who received CPR instructions from a dispatcher; however, the accuracy of important psychomotor skill measures was unsatisfactory in both groups.

Using real-time ultrasound imaging as adjunct teaching tools to enhance physical therapist students' ability and confidence to perform traction of the knee joint.

PubMed

Markowski, Alycia; Watkins, Maureen K; Burnett, Todd; Ho, Melissa; Ling, Michael

2018-04-01

Often, physical therapy students struggle with the skill and the confidence to perform manual techniques for musculoskeletal examination. Current teaching methods lack concurrent objective feedback. Real-time ultrasound imaging (RTUI) has the advantage of generating visualization of anatomical structures in real-time in an efficient and safe manner. We hypothesize that the use of RTUI to augment teaching with concurrent objective visual feedback will result in students' improved ability to create a change in joint space when performing a manual knee traction and higher confidence scores. Eighty-six students were randomly allocated to a control or an experimental group. All participants received baseline instructions on how to perform knee traction. The control group received standardized lab instruction (visual, video, and instructor/partner feedback). The experimental group received standardized lab instruction augmented with RTUI feedback. Pre-data and post-data collection consisted of measuring participants' ability to create changes in joint space when performing knee traction, a confidence survey evaluating perceived ability and a reflection paper. Joint space changes between groups were compared using a paired t-test. Surveys were analyzed with descriptive statistics and compared using Wilcoxon Rank Sum and for the reflection papers, themes were identified and descriptive statistics reported. Although there were no statistically significant differences between the control and the experimental group, overall scores improved. Qualitative data suggests students found the use of ultrasound imaging beneficial and would like more exposure. This novel approach to teaching knee traction with RTUI has potential and may be a basis for further studies. Copyright © 2018 Elsevier Ltd. All rights reserved.

Genetics instruction with history of science: Nature of science learning

NASA Astrophysics Data System (ADS)

Kim, Sun Young

2007-12-01

This study explored the effect of history of genetics in teaching genetics and learning the nature of science (NOS). A quasi-experimental control group research design with pretests, posttests, and delayed posttests was used, combining qualitative data and quantitative data. Two classes which consisted of tenth grade biology students participated in this study. The present study involved two instructional interventions, Best Practice Instruction with History of Genetics (BPIw/HG) and Best Practice Instruction (BPI). The experimental group received BPIw/HG utilizing various historical materials from the history of genetics, while the control group was not introduced to historical materials. Scientific Attitude Inventory II, Genetics Terms' Definitions with Concept Mapping (GTDCM), NOS Terms' Definitions with Concept Mapping (NTDCM), and View of Nature of Science (VNOS-C) were used to investigate students' scientific attitude inventory, and their understanding of genetics as well as the NOS. The results showed that students' scientific attitude inventory, and their understanding of genetics and the NOS were not statistically significantly different in the pretest (p>.05). After the intervention, the experimental group of students who received BPIw/HG demonstrated better understanding of the NOS. NTDCM results showed that the experimental group was better in defining the NOS terms and constructing a concept map ( p<.01). In addition, the experimental group retained their understanding of the NOS two-months after the completion of the intervention, showing no statistically significant difference between the posttest and the delayed posttest of NTDCM (p>.05). Further, VNOS-C data indicated that a greater percentage of the experimental group than the control group improved their understanding of the NOS. However, the two groups' understanding of genetics concepts did not show any statistically significant difference in the pretest, the posttest, and the delayed posttest (p>.05). This result implicated that allocating classroom time in introducing history of science neither helped nor hindered learning science content.

Outcomes of videotape instruction in clinic waiting area.

PubMed

Oermann, Marilyn H; Webb, Sue A; Ashare, Jo Ann

2003-01-01

The purpose of our study was to examine the effectiveness of general health-promotion teaching for patients in the waiting room of a clinic, using focused videotape instruction. An experimental design was used. Subjects were patients (N = 215) in the waiting rooms of clinics in a university medical center in the Midwest. Patients were randomly assigned to two groups: focused videotape instruction in the clinic (n = 106) and control (no instruction in the clinic waiting area) (n = 109). The outcome measures included patient learning about a health education topic and patient satisfaction with overall care, explanations by the provider, and education received during the clinic visit. There was a significant gain in knowledge for patients who viewed the videotape in the waiting room (t = 5.43, df = 213, p < .0001), and they were more satisfied with their education compared with the control group (t = 4.73, df = 213, p < .0001). This study supports focused video instruction as an effective and efficient teaching intervention for disseminating health information in the waiting area.

How Much English Language Arts and Mathematics Instruction Do Students Receive? Investigating Variation in Instructional Time

ERIC Educational Resources Information Center

Phelps, Geoffrey; Corey, Douglas; DeMonte, Jenny; Harrison, Delena; Loewenberg Ball, Deborah

2012-01-01

The amount of instruction students receive has long been viewed as a foundational educational resource. This article presents an analysis of the time students spend in elementary English language arts (ELA) and mathematics instruction. In mathematics, the average student received about 140 hr of instruction, but students in the top sixth of…

Types of Feedback in Competency-Based Predoctoral Orthodontics: Effects on Students' Attitudes and Confidence.

PubMed

Lipp, Mitchell J; Cho, Kiyoung; Kim, Han Suk

2017-05-01

Feedback can exert a powerful influence on learning and achievement although its effect varies. The aim of this study was to investigate the effects of three types of feedback on dental students' attitudes and confidence in a competency-based course in predoctoral orthodontics at New York University College of Dentistry. In 2013-14, all 253 third-year students in a course using test-enhanced instructional methods received written feedback on formative assessments. The type of feedback varied across three groups: pass/fail grades (PF) N=77, emoticons (EM) N=90, or written comments (WC) N=86. At the end of the course, students completed surveys that included four statements addressing their attitudes toward course instruction and confidence in their abilities. The survey response rate ranged from 75% to 100% among groups. The lowest response rate (75%) was in the PF group. In attitudes toward course instruction and confidence in their abilities, the WC group trended to more positive responses than the other groups, while the PF group trended to negative responses. On two of the four statements, the trend for the WC group was significant (95% CI). In both statements concerning attitudes toward instruction, the PF group trended to negative responses that were significant (95% CI). These results support the effectiveness of descriptive written comments over pass/fail grades or emoticons in improving dental students' confidence in their abilities and their attitudes toward instruction.

Using assessment to individualize early mathematics instruction.

PubMed

Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri; Crowe, Elizabeth C; Tighe, Elizabeth L; Wood, Taffeta S; Morrison, Frederick J

2018-02-01

Accumulating evidence suggests that assessment-informed personalized instruction, tailored to students' individual skills and abilities, is more effective than more one-size-fits-all approaches. In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills. Second graders received mathematics instruction in small flexible learning groups based on their assessed learning needs. Results of the study (n=32 teachers, 370 students) revealed significant treatment effects on standardized mathematics assessments. With effect sizes (d) of 0.41-0.60, we show that we can significantly improve 2nd graders' mathematics achievement, including for children living in poverty, by using assessment data to individualize the mathematics instruction they receive. The instructional regime, ISI-Math, was implemented by regular classroom teachers and it led to about a 4-month achievement advantage on standardized mathematics tests when compared to students in control classrooms. These results were realized within one school year. Moreover, treatment effects were the same regardless of school-level poverty and students' gender, initial mathematics or vocabulary scores. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The effects of type of knowledge upon human problem solving in a process control task

NASA Technical Reports Server (NTRS)

Morris, N. M.; Rouse, W. B.

1985-01-01

The question of what the operator of a dynamic system needs to know was investigated in an experiment using PLANT, a simulation of a generic dynamic production process. Knowledge of PLANT was manipulated via different types of instruction, so that four different groups were created: (1) minimal instructions only; (2) minimal instructions and guidelines for operation (procedures); (3) minimal instructions and dynamic relationships (principles); and (4) minimal instructions, and procedures, and principles. Subjects controlled PLANT in a variety of situations which required maintaining production while also diagnosing familiar and unfamiliar failures. Despite the fact that these manipulations resulted in differences in subjects' Knowledge, as assessed via a written test at the end of the experiment, instructions had no effect upon achievement of the primary goal of production, or upon subjects' ability to diagnose unfamiliar failures. However, those groups receiving procedures controlled the system in a more stable manner. Possible reasons for the failure to find an effect of principles are presented, and the implications of these results for operator training and aiding are discussed.

Does Ultrasound-Enhanced Instruction of Musculoskeletal Anatomy Improve Physical Examination Skills of First-Year Medical Students?

PubMed

Walrod, Bryant J; Schroeder, Allison; Conroy, Mark J; Boucher, Laura C; Bockbrader, Marcia; Way, David P; McCamey, Kendra L; Hartz, Clinton A; Jonesco, Michael A; Bahner, David P

2018-01-01

Ultrasound imaging is commonly used to teach basic anatomy to medical students. The purpose of this study was to determine whether learning musculoskeletal anatomy with ultrasound improved performance on medical students' musculoskeletal physical examination skills. Twenty-seven first-year medical students were randomly assigned to 1 of 2 instructional groups: either shoulder or knee. Both groups received a lecture followed by hands-on ultrasound scanning on live human models of the assigned joint. After instruction, students were assessed on their ability to accurately palpate 4 anatomic landmarks: the acromioclavicular joint, the proximal long-head biceps tendon, and the medial and lateral joint lines of the knee. Performance scores were based on both accuracy and time. A total physical examination performance score was derived for each joint. Scores for instructional groups were compared by a 2-way analysis of variance with 1 repeated measure. Significant findings were further analyzed with post hoc tests. All students performed significantly better on the knee examination, irrespective of instructional group (F = 14.9; df = 1.25; P = .001). Moreover, the shoulder instruction group performed significantly better than the knee group on the overall assessment (t = -3.0; df = 25; P < .01). Post hoc analyses revealed that differences in group performance were due to the shoulder group's higher scores on palpation of the biceps tendon (t = -2.8; df = 25; P = .01), a soft tissue landmark. Both groups performed similarly on palpation of all other anatomic structures. The use of ultrasound appears to provide an educational advantage when learning musculoskeletal physical examination of soft tissue landmarks. © 2017 by the American Institute of Ultrasound in Medicine.

Effects of Strategy Instruction on the Learning, Use, and Vertical Transfer of Strategies.

ERIC Educational Resources Information Center

Finley, Fred N.; Smith, Edward L.

1980-01-01

Compares group differences in strategy learning, use, and transfer to a more complex task for two groups of elementary students (N=48). Asked to perform three tasks in classifying igneous rocks, the groups differed in whether they received advice on the use of a specific strategy for performing each task. (CS)

The Effects of Test Preparation on Second-Language Listening Test Performance

ERIC Educational Resources Information Center

Winke, Paula; Lim, Hyojung

2017-01-01

To examine the effects of listening test preparation, we had three groups, two experimental and one control (63 learners total), partake in three types of instruction sandwiched between two equally difficult listening tests (pretests and posttests). The first experimental group took four practice tests and received "explicit"…

Logo and Angle Estimation Skills.

ERIC Educational Resources Information Center

Frazier, Max K.

1989-01-01

Described is a study in which seventh graders used LOGO in place of receiving geometry instruction. It was hypothesized that angle recognition estimation and construction would be higher for the LOGO group. Reports that a difference was found favoring the LOGO group. Provides a short history of the LOGO language. (MVL)

The Effect of Departmentalization on the Reading Achievement of Sixth-Grade Students.

ERIC Educational Resources Information Center

Harris, Mary B.

A study examined whether departmentalization affected the reading achievement of sixth-grade students attending a Chicago public school. A random sample of 30 students was chosen from a group of 53 who received instruction in a departmentalized program. A second random sample of 30 was selected from a total of 54 students who received instruction…

Long-term clinical and bacterial effects of xylitol on patients with fixed orthodontic appliances.

PubMed

Masoud, Mohamed I; Allarakia, Reem; Alamoudi, Najlaa M; Nalliah, Romesh; Allareddy, Veerasathpurush

2015-01-01

The objective of this study was to evaluate long-term clinical and bacterial effects of using 6 g of xylitol per day for 3 months on patients with full fixed orthodontic appliances. The study was a pilot clinical trial that included 41 subjects who were undergoing orthodontic treatment. The subjects were randomly divided into three groups. Group A received xylitol chewing gum, group B received xylitol dissolvable chewable tablets, and Group C served as the control group and did not receive xylitol gums or tablets. Clinical examination and the collection of plaque and saliva samples were carried out at baseline and 3, 6, and 12 months. All three groups were given oral hygiene instruction and were put on a 6-month cleaning and topical fluoride schedule. Plaque scores and bacterial counts were used to evaluate the effectiveness of the different approaches at reducing the caries risk. Xylitol groups did not experience any more reduction in plaque score, plaque MS counts, or salivary MS counts than the control group nor did they have lower values at any of the time points. Chewing gum did not significantly increase the incidence of debonded brackets over the other groups. Xylitol does not have a clinical or bacterial benefit in patients with fixed orthodontic appliances. Oral hygiene instructions and 6-month topical fluoride application were effective at reducing plaque scores and bacterial counts in patients with full fixed appliances regardless of whether or not xylitol was used.

46 CFR 310.66 - Foreign students.

Code of Federal Regulations, 2011 CFR

2011-10-01

... instruction at the Academy. Not more than 4 such individuals may receive instruction at any one time... the Western Hemisphere, other than the United States, to receive instruction at the Academy. Not more than 12 individuals may receive instruction under this paragraph at any one time, and not more than 2...

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties

PubMed Central

Denton, Carolyn A.; Wexler, Jade; Vaughn, Sharon; Bryan, Deanna

2012-01-01

This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6–8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school’s remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school’s typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers’ ratings of students’ social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. PMID:22736893

The effect of sex counselling in the sexual activity of acute myocardial infarction patients after primary percutaneous coronary intervention.

PubMed

Xu, Feng; Ming, Qiang; Hou, Lei

2015-08-01

Primary percutaneous coronary intervention has improved the outcome of acute myocardial infarction (AMI) patients. Counsel-guided sex rehabilitation efficacy in acute myocardial infarction patients receiving percutaneous coronary intervention remains unknown. The aim of the study was to study counsel-guided sex rehabilitation efficacy in AMI patients receiving percutaneous coronary intervention. 240 AMI patients who received percutaneous coronary intervention were randomly divided into a control and a counselling group. Control group patients were given written sex rehabilitation instruction before discharge, while counselling group patients were given written instruction before discharge and monthly counselling with healthcare providers. Before discharge, the first evaluation was performed for frequency of and satisfaction with sexual activity before AMI. At one year of follow-up, the time of resuming, frequency of and satisfaction with sexual activity was evaluated. The main adverse event rates were also investigated. No significant differences in age, sex, smoking status, hypertension, diabetes, PVD (peripheral vascular disease), EF (ejection fraction) or GRACE (Global Registry of Acute Coronary Events) score were found between the groups. Both groups suffered reduced frequency of and satisfaction with sexual activity after AMI as compared with prior to presentation with AMI. However, compared with controls, the counselling group had higher scores for frequency of and satisfaction with sexual activity after AMI. The time to resume sexual activity after AMI in the counselling group was significantly shorter than was found for the control group.There were no significant differences between the groups for recurrent AMI, non-fatal stroke, admitting the patient for angina, all-cause death or adverse events. Intermittent discussions between healthcare providers and AMI patients improved resumption of sexual activity. Encouraging patients who received complete coronary revascularization to resume sexual activity shortly after AMI was safe.

One year study on the integrative intervention of acupressure and interactive multimedia for visual health in school children.

PubMed

Yeh, Mei-Ling; Chen, Hsing-Hsia; Chung, Yu-Chu

2012-12-01

This study used a larger sample size, added a long-term observation of the effect of intervention, and provided an integrated intervention of acupressure and interactive multimedia of visual health instruction for school children. The short- and long-term effects of the interventions were then evaluated by visual health knowledge, visual acuity, and refractive error. A repeated pretest-posttest controlled trial was used with two experimental groups and one control group. Four elementary schools in northern Taiwan. 287 School children with visual impairment in fourth grade were recruited. One experimental group received the integrative intervention of acupressure and interactive multimedia of visual health instruction (ACIMU), and another received auricular acupressure (AC) alone; whereas a control group received no intervention. Two 10-week interventions were separately given in the fall and spring semesters. The short- and long-term effects of the interventions were then evaluated by visual health knowledge, visual acuity, and refractive error. During the school year the visual health knowledge was significantly higher in the ACIMU group than the control group (p<0.001). A significant difference in the changing visual acuity was in the three groups (p<0.001), with the improvement in the ACIMU group. No difference in the refractive error was found between any two groups (p>0.05). This study demonstrated that a long-term period of acupressure is required to improve school children's visual health. School children receiving the intervention of acupressure combined with interactive multimedia had better improvement of visual health and related knowledge than others. Further study is suggested in which visual health and preventative needs can be established for early childhood. Copyright © 2012 Elsevier Ltd. All rights reserved.

Effectiveness of a patient education plan on knowledge of post-op venous thromboembolism survival skills.

PubMed

Green, Julie; Bernhofer, Esther I

2018-04-01

To investigate the effectiveness of a multimethod venous thromboembolism prevention patient education plan on participants' knowledge retention. A potential complication of surgery requiring general anaesthesia, worldwide, is the development of life-threatening venous thromboembolism. Patients need education on preventing, recognising and immediately responding to a suspected thromboembolism. Written instructional materials given to patients at discharge may be inadequate. A randomised controlled trial. Setting was multiple general surgery units at a large Midwestern United States academic medical centre. Sample included patients recovering from surgery with general anaesthesia: (N = 66), 68% female, 34 = experimental, 32 = usual care. Prior to discharge, participants in the experimental group were given a multimethod venous thromboembolism prevention education plan including a video, pamphlet and verbal instruction; control group received usual instructional pamphlet. Both groups received a knowledge test immediately before instruction. Two weeks following discharge, a phone call was made to participants to complete the postinstruction test. The relevant EQUATOR guideline, CONSORT checklist, was used for reporting this study. There were no statistically significant differences in age, gender, race, length of stay, surgery and history of venous thromboembolism among participants and group or test score results. No statistically significant difference in postinstruction score was found between groups. However, there was a trend in greater perception of importance in all groups and higher knowledge scores in the experimental group, with the percentage of participants in the experimental group answering all questions correctly rising from 38.2% correct to 73.5% correct. Teaching patients the importance of knowing venous thromboembolism signs and preventive/survival skills is potentially life-saving and nurses must know the importance of using the most effective methods for the learning needs of their patients. Further research including different education methods and testing is suggested. © 2018 John Wiley & Sons Ltd.

The effect of mathematical model development on the instruction of acceleration to introductory physics students

NASA Astrophysics Data System (ADS)

Sauer, Tim Allen

The purpose of this study was to evaluate the effectiveness of utilizing student constructed theoretical math models when teaching acceleration to high school introductory physics students. The goal of the study was for the students to be able to utilize mathematical modeling strategies to improve their problem solving skills, as well as their standardized scientific and conceptual understanding. This study was based on mathematical modeling research, conceptual change research and constructivist theory of learning, all of which suggest that mathematical modeling is an effective way to influence students' conceptual connectiveness and sense making of formulaic equations and problem solving. A total of 48 students in two sections of high school introductory physics classes received constructivist, inquiry-based, cooperative learning, and conceptual change-oriented instruction. The difference in the instruction for the 24 students in the mathematical modeling treatment group was that they constructed every formula they needed to solve problems from data they collected. In contrast, the instructional design for the control group of 24 students allowed the same instruction with assigned problems solved with formulas given to them without explanation. The results indicated that the mathematical modeling students were able to solve less familiar and more complicated problems with greater confidence and mental flexibility than the control group students. The mathematical modeling group maintained fewer alternative conceptions consistently in the interviews than did the control group. The implications for acceleration instruction from these results were discussed.

Utilization of a postoperative adenotonsillectomy teaching video: A pilot study.

PubMed

Khan, Sarah; Tumin, Dmitry; King, Adele; Rice, Julie; Jatana, Kris R; Tobias, Joseph D; Raman, Vidya T

2017-11-01

Pediatric tonsillectomies are increasingly being performed as an outpatient procedure thereby increasing the parental role in post-operative pain management. However, it is unclear if parents receive adequate teaching regarding pain management. We introduced a video teaching tool and compared its efficacy alone and in combination with the standard verbal instruction. A prospective study which randomized parents or caregivers of children undergoing tonsillectomy ± adenoidectomy into three groups: 1) standard verbal post-operative instructions; 2) watching the video teaching tool along with standard verbal instructions or 3) video teaching tool only. Parents completed pre and post-instruction assessments of their knowledge of post-operative pain management with responses scored from 0 to 8. Telephone assessments were conducted within 48 post-operative hours with a subjective rating of the helpfulness of the video teaching tool. The study cohort included 99 patients and their families. The median pre-instruction score was 5 of 8 points (Interquartile range [IQR]: 4, 6) and this remained at 5 following instruction. (IQR:4, 6; p = 0.702 difference from baseline). Baseline scores did not vary across the groups (p = 0.156) and there was no increase in the knowledge score from pre to post-test across the three groups. Groups B and C rated the helpfulness of the video teaching tool with a median score of 4 of 5. (IQR: 4, 5). A baseline deficit exists in parental understanding of post-operative pain management that did not statistically improve regardless of the form post-operative instruction used (verbal vs. video-based instruction). However, the high helpfulness scores in both video groups support the use of video instruction as an alternative to or to complement to verbal instruction. However, further identification of knowledge deficits is required for optimization of post-operative educational materials. Copyright © 2017 Elsevier B.V. All rights reserved.

Improving oral hygiene in the long-term care of the elderly--a RCT.

PubMed

Zenthöfer, Andreas; Dieke, Reinhard; Dieke, Anke; Wege, Karl-Christian; Rammelsberg, Peter; Hassel, Alexander J

2013-06-01

Oral hygiene and health of the institutionalized elderly are frequently described as inadequate. This randomized and single-blinded (outcome evaluation) study compared three types of intervention for improving oral hygiene with a control. The purpose was to investigate whether there were any significant differences between the intervention and control groups. One hundred and six participants living in long-term care homes in South-West Germany were recruited and randomly divided into four groups-three therapy groups and one control group. For all three therapy groups, teeth and dentures were cleaned professionally and individual instruction was given. One of these groups was also re-instructed and remotivated by a dentist (n = 27). One also received help from, and was remotivation by, staff educated in dental hygiene (n = 26). The third therapy group was not remotivated after professional cleaning of teeth and dentures (n = 26). For the control group, there was no intervention (n = 23). The main target clinical data were mean plaque (plaque-control record, O'Leary), gingival bleeding (Ainamo/Bay), and denture hygiene indices. For assessment of the difference between being in an intervention group and in a control group, mixed-model analysis for repeated measurements was performed for each main target variable. In addition, target clinical data were evaluated in long-term follow-up after 3 years. Compared with controls, denture hygiene, plaque, and gingival bleeding indices were significantly lower in the intervention groups over a twelve-week period (mixed model for repeated measurements; P < 0.023). Estimates of effects between control and each treatment group were comparable among the three therapy groups; however, even though two of the groups received further help and instruction. Long-term follow-up showed that all indices were significantly worse than at the last study recall (P < 0.001). Professional cleaning of teeth and dentures, with individual instruction, can be recommended to improve oral hygiene. However, the effect decreases over time and renewal of the intervention is necessary. © 2012 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

PubMed Central

Gutierrez, Arnel F.

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory. PMID:24591506

Development and effectiveness of an educational card game as supplementary material in understanding selected topics in biology.

PubMed

Gutierrez, Arnel F

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest-posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University-Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.

Pathway Towards Fluency: Using 'disaggregate instruction' to promote science literacy

NASA Astrophysics Data System (ADS)

Brown, Bryan A.; Ryoo, Kihyun; Rodriguez, Jamie

2010-07-01

This study examines the impact of Disaggregate Instruction on students' science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade students received web-based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students' performance on pre- and post-test questions (multiple choice and short answer) with a qualitative analysis of students' post-test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load.

PubMed

Marei, Hesham F; Donkers, Jeroen; Al-Eraky, Mohamed M; Van Merrienboer, Jeroen J G

2018-05-25

The use of virtual patients (VPs), due to their high complexity and/or inappropriate sequencing with other instructional methods, might cause a high cognitive load, which hampers learning. To investigate the efficiency of instructional methods that involved three different applications of VPs combined with lectures. From two consecutive batches, 171 out of 183 students have participated in lecture and VPs sessions. One group received a lecture session followed by a collaborative VPs learning activity (collaborative deductive). The other two groups received a lecture session and an independent VP learning activity, which either followed the lecture session (independent deductive) or preceded it (independent inductive). All groups were administrated written knowledge acquisition and retention tests as well as transfer tests using two new VPs. All participants completed a cognitive load questionnaire, which measured intrinsic, extraneous and germane load. Mixed effect analysis of cognitive load and efficiency using the R statistical program was performed. The highest intrinsic and extraneous load was found in the independent inductive group, while the lowest intrinsic and extraneous load was seen in the collaborative deductive group. Furthermore, comparisons showed a significantly higher efficiency, that is, higher performance in combination with lower cognitive load, for the collaborative deductive group than for the other two groups. Collaborative use of VPs after a lecture is the most efficient instructional method, of those tested, as it leads to better learning and transfer combined with lower cognitive load, when compared with independent use of VPs, either before or after the lecture.

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

PubMed

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Mathematical Problem Solving Ability of Junior High School Students through Ang’s Framework for Mathematical Modelling Instruction

NASA Astrophysics Data System (ADS)

Fasni, N.; Turmudi, T.; Kusnandi, K.

2017-09-01

This research background of this research is the importance of student problem solving abilities. The purpose of this study is to find out whether there are differences in the ability to solve mathematical problems between students who have learned mathematics using Ang’s Framework for Mathematical Modelling Instruction (AFFMMI) and students who have learned using scientific approach (SA). The method used in this research is a quasi-experimental method with pretest-postest control group design. Data analysis of mathematical problem solving ability using Indepent Sample Test. The results showed that there was a difference in the ability to solve mathematical problems between students who received learning with Ang’s Framework for Mathematical Modelling Instruction and students who received learning with a scientific approach. AFFMMI focuses on mathematical modeling. This modeling allows students to solve problems. The use of AFFMMI is able to improve the solving ability.

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

NASA Astrophysics Data System (ADS)

Nuffer, Wesley; Duke, Jodi

2013-08-01

To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings.

A Semantic Differential Evaluation of Attitudinal Outcomes of Introductory Physical Science.

ERIC Educational Resources Information Center

Hecht, Alfred Roland

This study was designed to assess the attitudinal outcomes of Introductory Physical Science (IPS) curriculum materials used in schools. Random samples of 240 students receiving IPS instruction and 240 non-science students were assigned to separate Solomon four-group designs with non-equivalent control groups. Random samples of 60 traditional…

Using the "Economics U$A" Telecourse within the Traditional Microeconomics Course.

ERIC Educational Resources Information Center

Alavi, Jafar; And Others

1993-01-01

A control group of 31 received traditional microeconomics instruction; 20 experimentals viewed the Economics U$A telecourse with lecture, discussion, and textbook. Pre/posttest data demonstrated no significant differences in comprehension of content or in cognitive level, although the video group did do better in the area of implicit application.…

Facilitating Students' Conceptual Change and Scientific Reasoning Involving the Unit of Combustion

ERIC Educational Resources Information Center

Lee, Chin-Quen; She, Hsiao-Ching

2010-01-01

This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific reasoning. The other group of students received conventional instruction. In addition to the…

Evaluation of DILearn: An Interactive Computer-Assisted Learning Program for Drug Information.

ERIC Educational Resources Information Center

Tunget, Cynthia L.; And Others

1993-01-01

Use of an interactive computer-assisted learning program to teach basic skills in obtaining drug information was investigated with 26 doctoral pharmacy students and a control group of 25 students receiving lecture instruction. Findings indicated no significant differences in short-term retention of drug information between groups and that students…

Comparison of Novice Programmers' Performances: Blended versus Face-to-Face

ERIC Educational Resources Information Center

Cakiroglu, Unal

2012-01-01

This study investigated the effect of blended learning on novices' understandings of the introductory programming. A quasi-experimental design with participants of preservice computer and instructional technologies teachers, one control group (CG, N =64) and one experimental group (EG, N=61) who received the course 11 weeks. While face-to-face…

The Effectiveness of Robotics as a Manipulative in Mathematics Instruction: A Mixed Method Study

ERIC Educational Resources Information Center

Sheehy, Leonard

2017-01-01

Addition of fractions is an important foundation for students to experience success in mathematics. This mixed-methods study was conducted to measure the effectiveness of robotics as a mathematics manipulative with seventh grade students. Two groups of students were established: control and treatment. The control group received teacher-centered…

Preventing Urinary Incontinence With Supervised Prenatal Pelvic Floor Exercises: A Randomized Controlled Trial.

PubMed

Fritel, Xavier; de Tayrac, Renaud; Bader, Georges; Savary, Denis; Gueye, Ameth; Deffieux, Xavier; Fernandez, Hervé; Richet, Claude; Guilhot, Joëlle; Fauconnier, Arnaud

2015-08-01

To compare, in an unselected population of nulliparous pregnant women, the postnatal effect of prenatal supervised pelvic floor muscle training with written instructions on postpartum urinary incontinence (UI). In a randomized controlled trial in two parallel groups, 282 women were recruited from five university teaching hospitals in France and randomized during the second trimester of pregnancy. The physiotherapy group received prenatal individually supervised exercises. Both groups received written instructions about how to perform exercises at home. Women were blindly assessed at baseline, end of pregnancy, and 2 and 12 months postpartum. The primary outcome measured was UI severity, assessed with an International Consultation on Incontinence Questionnaire-Urinary Incontinence Short Form score (range 0-21; 1-5 is slight UI) at 12 months postpartum; other outcomes were UI prevalence and pelvic floor troubles assessed using self-administered questionnaires. To give a 1-point difference in UI severity score, we needed 91 women in each group (standard deviation 2.4, α=0.05, β=0.20, and bilateral analysis). Between February 2008 and June 2010, 140 women were randomized in the physiotherapy group and 142 in the control group. No difference was observed between the two groups in UI severity, prevalence, or pelvic floor troubles at baseline, end of pregnancy, and at 2 and 12 months postpartum. At 12 months postpartum, the primary outcome was available for 190 women (67.4%); mean UI severity was 1.9 in the physiotherapy group compared with 2.1 in the control group (P=.38). Prenatal supervised pelvic floor training was not superior to written instructions in reducing postnatal UI. ClinicalTrials.gov; www.clinicaltrials.gov, NCT00551551. I.

The effect of bench model fidelity on fluoroscopy-guided transforaminal epidural injection training: a randomized control study.

PubMed

Gonzalez-Cota, Alan; Chiravuri, Srinivas; Stansfield, R Brent; Brummett, Chad M; Hamstra, Stanley J

2013-01-01

The purpose of this study was to determine whether high-fidelity simulators provide greater benefit than low-fidelity models in training fluoroscopy-guided transforaminal epidural injection. This educational study was a single-center, prospective, randomized 3-arm pretest-posttest design with a control arm. Eighteen anesthesia and physical medicine and rehabilitation residents were instructed how to perform a fluoroscopy-guided transforaminal epidural injection and assessed by experts on a reusable injectable phantom cadaver. The high- and low-fidelity groups received 30 minutes of supervised hands-on practice according to group assignment, and the control group received 30 minutes of didactic instruction from an expert. We found no differences at posttest between the high- and low-fidelity groups on global ratings of performance (P = 0.17) or checklist scores (P = 0.81). Participants who received either form of hands-on training significantly outperformed the control group on both the global rating of performance (control vs low-fidelity, P = 0.0048; control vs high-fidelity, P = 0.0047) and the checklist (control vs low-fidelity, P = 0.0047; control vs high-fidelity, P = 0.0047). Training an epidural procedure using a low-fidelity model may be equally effective as training on a high-fidelity model. These results are consistent with previous research on a variety of interventional procedures and further demonstrate the potential impact of simple, low-fidelity training models.

Preliminary trial of the effect of general practice based nutritional advice.

PubMed Central

Baron, J A; Gleason, R; Crowe, B; Mann, J I

1990-01-01

Despite formal recommendations for dietary change to reduce the incidence of ischaemic heart disease, the acceptability and effectiveness of the proposed diets have not been well investigated in population based studies. In this preliminary investigation of nutritional advice in a well population, subjects in one group practice were randomized to receive either dietary instruction or simple follow up without instruction. The dietary recommendations were well received, and a substantial proportion of subjects reported altering their diets in accordance with them. There were modest beneficial changes in plasma lipid levels among men. Thus, using general practice as an avenue for promoting dietary change is feasible, and may be effective among men. PMID:2115348

Dental Students' Preference with Regard to Tactile or Visual Determination of Injection Site for an Inferior Alveolar Nerve Block in Children: A Crossover Randomized Clinical Trial.

PubMed

Ramazani, Nahid; Iranmanesh, Seyed Masoud

2016-01-01

Instruction of local anesthesia injection in an important part of dental education curricula. This study was performed to compare dental students' preference with regard to tactile or visual determination of injection site for an inferior alveolar nerve block (IANB) in children. This crossover randomized clinical trial was conducted on dental students of Zahedan Dental School who took the first practical course of pediatric dentistry in the first academic semester of 2013-14 (n=42). They were randomly divided into two groups. During the first phase, group I was instructed to find the needle insertion point for an IANB via tactile method and group II was instructed to do it visually. In the second phase, the groups received instructions for the alternate technique. Both instructions were done using live demonstrations by the same instructor and immediately after instruction the learners practiced an IANB using the taught method. A five-point Likert scale questionnaire was then filled out by the students. The preference score was determined by calculating the mean of item scores. Data were analyzed using Mann-Whitney U and Wilcoxon Singed Rank tests in SPSS 19 at P=0.05 level of significance. Thirty-eight students completed the study. By using the visual method to perform an IANB, students gained a significantly higher mean preference score (P=0.020). There was a significant difference in the preference of male students (P=0.008). Instruction of IANB by visual identification of needle insertion point is more desirable by students.

Modified Navigation Instructions for Spatial Navigation Assistance Systems Lead to Incidental Spatial Learning

PubMed Central

Gramann, Klaus; Hoepner, Paul; Karrer-Gauss, Katja

2017-01-01

Spatial cognitive skills deteriorate with the increasing use of automated GPS navigation and a general decrease in the ability to orient in space might have further impact on independence, autonomy, and quality of life. In the present study we investigate whether modified navigation instructions support incidental spatial knowledge acquisition. A virtual driving environment was used to examine the impact of modified navigation instructions on spatial learning while using a GPS navigation assistance system. Participants navigated through a simulated urban and suburban environment, using navigation support to reach their destination. Driving performance as well as spatial learning was thereby assessed. Three navigation instruction conditions were tested: (i) a control group that was provided with classical navigation instructions at decision points, and two other groups that received navigation instructions at decision points including either (ii) additional irrelevant information about landmarks or (iii) additional personally relevant information (i.e., individual preferences regarding food, hobbies, etc.), associated with landmarks. Driving performance revealed no differences between navigation instructions. Significant improvements were observed in both modified navigation instruction conditions on three different measures of spatial learning and memory: subsequent navigation of the initial route without navigation assistance, landmark recognition, and sketch map drawing. Future navigation assistance systems could incorporate modified instructions to promote incidental spatial learning and to foster more general spatial cognitive abilities. Such systems might extend mobility across the lifespan. PMID:28243219

Randomized controlled trial on the effects of training in the use of closed-circuit television on reading performance.

PubMed

Burggraaff, Marloes C; van Nispen, Ruth M A; Hoeben, Frank P; Knol, Dirk L; van Rens, Ger H M B

2012-04-24

To investigate the effectiveness of training in the use of closed-circuit television (CCTV) on reading performance in visually impaired patients. In a multicenter masked randomized controlled trial, 122 patients were randomized either to a treatment group that received usual delivery instructions from the CCTV supplier combined with concise outpatient standardized training, or to a control group that received delivery instructions only. The main outcome measure was reading performance, which was obtained by measuring reading acuity, reading speed, reading errors, column-tracking time, and technical reading, approximately two weeks after patients had received their CCTV and 3 months later. Videotapes of all measurements were rated by two investigators. Training effects were analyzed with linear mixed modeling. There were no statistically significant differences in results between the treatment and control group. However, introducing a CCTV increased reading acuity (mean difference [MD] 0.93 logRAD; P < 0.01) and maximum reading speed (MD 15 wpm; P < 0.01), and decreased the number of errors (MD 0.33; P = 0.04), compared to reading without CCTV. Average reading speed (P = 0.05), number of errors (P = 0.04), and column-tracking time (P = 0.01) improved over time. Prescribing a CCTV and the delivery instructions by the supplier seemed sufficient to improve reading performance. Additional training in the use of this device did not result in further improvement. Based on these results, outpatient low-vision rehabilitation centers may consider reallocating part of the training resources into other evidence-based rehabilitation programs. (trialregister.nl number, NTR1031.).

Design and assessment of an interactive physics tutoring environment

NASA Astrophysics Data System (ADS)

Scott, Lisa Ann

2001-07-01

The application of scientific principles is an extremely important skill taught in undergraduate introductory science courses, yet many students emerge from such courses unable to reliably apply the scientific principles they have ostensibly learned. In an attempt to address this problem, the knowledge and thought processes needed to apply an important principle in introductory physics (Newton's law) were carefully analyzed. Reliable performance requires not only declarative knowledge but also corresponding procedural knowledge and the basic cognitive functions of deciding, implementing and assessing. Computer programs called guided-practice PALs (P&barbelow;ersonal A&barbelow;ssistants for Ḻearning) were developed to teach explicitly the knowledge and thought processes needed to apply Newton's law to solve problems. These programs employ a modified form of Palincsar and Brown's reciprocal-teaching strategy (1984) in which students and computers alternately coach each other, taking turns making decisions, implementing and assessing them. The computer programs make it practically feasible to provide students with individual guidance and feedback ordinarily unavailable in most courses. In a pilot study, the guided-practice PALs were found to be nearly as effective as individual tutoring by expert teachers and significantly more effective than the instruction provided in a well-taught physics course. This guided practice however is not sufficient to ensure that students develop the ability to perform independently. Accordingly, independent-performance PALs were developed which require students to work independently, receiving only the minimal feedback necessary to successfully complete the task. These independent-performance PALS are interspersed with guided-practice PALs to create an instructional environment which facilitates a gradual transition to independent performance. In a study designed to assess the efficacy of the PAL instruction, students in the PAL group used only guided-practice PALS and students in the PAL+ group used both guided-practice and independent-performance PALS. The performance of the PAL and PAL+ groups were compared to the performance of a Control group which received traditional instruction. The addition of the independent-performance PALS proved to be at least as effective as the guided-practice PALs alone, and both forms of PAL instruction were significantly more effective than traditional instruction.

Hypnosis, suggestions, and altered states of consciousness: experimental evaluation of the new cognitive-behavioral theory and the traditional trance-state theory of "hypnosis".

PubMed

Barber, T X; Wilson, S C

1977-10-07

Sixty-six subjects were tested on a new scale for evaluating "hypnotic-like" experiences (The Creative Imagination Scale), which includes ten standardized test-suggestions (e.g. suggestions for arm heaviness, finger anesthesia, time distortion, and age regression). The subjects were randomly assigned to one of three treatment groups (Think-With Instructions, trance induction, and Control), with 22 subjects to each group. The new Cognitive-Behavioral Theory predicted that subjects exposed to preliminary instructions designed to demonstrate how to think and imagine along with the suggested themes (Think-With Instructions) would be more responsive to test-suggestions for anesthesia, time distortion, age regression, and so on, than subjects exposed to a trance-induction procedure. On the other hand, the traditional Trance State Theory predicted that a trance induction would be more effective than Think-With Instructions in enhancing responses to such suggestions. Subjects exposed to the Think-With Instructions obtained significantly higher scores on the test-suggestions than those exposed either to the traditional trance-induction procedure or to the control treatment. Scores of subjects who received the trance-induction procedure were not significantly different from those of the subjects who received the control treatment. The results thus supported the new Cognitive-Behavioral Theory and contradicted the traditional Trance State Theory of hypnosis. Two recent experiments, by De Stefano and by Katz, confirmed the above experimental results and offered further support for the Cognitive-Behavioral Theory. In both recent experiments, subjects randomly assigned to a "Think-With Instructions" treatment were more responsive to test-suggestions than those randomly assigned to a traditional trance-induction treatment.

38 CFR 21.4264 - Farm cooperative courses.

Code of Federal Regulations, 2010 CFR

2010-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses... students must be farmers. In order to receive educational assistance allowance an eligible person must be... and group instruction, sponsored and conducted by the educational institution offering farm...

Effect of verbal instructions and image size on visual search strategies in basketball free throw shooting.

PubMed

Al-Abood, Saleh A; Bennett, Simon J; Hernandez, Francisco Moreno; Ashford, Derek; Davids, Keith

2002-03-01

We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices (n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability (n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics.

The Effect Of Different Corrective Feedback Methods on the Outcome and Self Confidence of Young Athletes

PubMed Central

Tzetzis, George; Votsis, Evandros; Kourtessis, Thomas

2008-01-01

This experiment investigated the effects of three corrective feedback methods, using different combinations of correction, or error cues and positive feedback for learning two badminton skills with different difficulty (forehand clear - low difficulty, backhand clear - high difficulty). Outcome and self-confidence scores were used as dependent variables. The 48 participants were randomly assigned into four groups. Group A received correction cues and positive feedback. Group B received cues on errors of execution. Group C received positive feedback, correction cues and error cues. Group D was the control group. A pre, post and a retention test was conducted. A three way analysis of variance ANOVA (4 groups X 2 task difficulty X 3 measures) with repeated measures on the last factor revealed significant interactions for each depended variable. All the corrective feedback methods groups, increased their outcome scores over time for the easy skill, but only groups A and C for the difficult skill. Groups A and B had significantly better outcome scores than group C and the control group for the easy skill on the retention test. However, for the difficult skill, group C was better than groups A, B and D. The self confidence scores of groups A and C improved over time for the easy skill but not for group B and D. Again, for the difficult skill, only group C improved over time. Finally a regression analysis depicted that the improvement in performance predicted a proportion of the improvement in self confidence for both the easy and the difficult skill. It was concluded that when young athletes are taught skills of different difficulty, different type of instruction, might be more appropriate in order to improve outcome and self confidence. A more integrated approach on teaching will assist coaches or physical education teachers to be more efficient and effective. Key pointsThe type of the skill is a critical factor in determining the effectiveness of the feedback types.Different instructional methods of corrective feedback could have beneficial effects in the outcome and self-confidence of young athletesInstructions focusing on the correct cues or errors increase performance of easy skills.Positive feedback or correction cues increase self-confidence of easy skills but only the combination of error and correction cues increase self confidence and outcome scores of difficult skills. PMID:24149905

Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students.

PubMed

Gayo, Elena; Deaño, Manuel; Conde, Ángeles; Ribeiro, Iolanda; Cadime, Irene; Alfonso, Sonia

2014-01-01

Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program. Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.

Peyton's four-step approach for teaching complex spinal manipulation techniques - a prospective randomized trial.

PubMed

Gradl-Dietsch, Gertraud; Lübke, Cavan; Horst, Klemens; Simon, Melanie; Modabber, Ali; Sönmez, Tolga T; Münker, Ralf; Nebelung, Sven; Knobe, Matthias

2016-11-03

The objectives of this prospective randomized trial were to assess the impact of Peyton's four-step approach on the acquisition of complex psychomotor skills and to examine the influence of gender on learning outcomes. We randomly assigned 95 third to fifth year medical students to an intervention group which received instructions according to Peyton (PG) or a control group, which received conventional teaching (CG). Both groups attended four sessions on the principles of manual therapy and specific manipulative and diagnostic techniques for the spine. We assessed differences in theoretical knowledge (multiple choice (MC) exam) and practical skills (Objective Structured Practical Examination (OSPE)) with respect to type of intervention and gender. Participants took a second OSPE 6 months after completion of the course. There were no differences between groups with respect to the MC exam. Students in the PG group scored significantly higher in the OSPE. Gender had no additional impact. Results of the second OSPE showed a significant decline in competency regardless of gender and type of intervention. Peyton's approach is superior to standard instruction for teaching complex spinal manipulation skills regardless of gender. Skills retention was equally low for both techniques.

First "glass" education: telementored cardiac ultrasonography using Google Glass- a pilot study.

PubMed

Russell, Patrick M; Mallin, Michael; Youngquist, Scott T; Cotton, Jennifer; Aboul-Hosn, Nael; Dawson, Matt

2014-11-01

The objective of this study was to determine the feasibility of telementored instruction in bedside ultrasonography (US) using Google Glass. The authors sought to examine whether first-time US users could obtain adequate parasternal long axis (PSLA) views to approximate ejection fraction (EF) using Google Glass telementoring. This was a prospective, randomized, single-blinded study. Eighteen second-year medical students were randomized into three groups and tasked with obtaining PSLA cardiac imaging. Group A received real-time telementored education through Google Glass via Google Hangout from a remotely located expert. Group B received bedside education from the same expert. Group C represented the control and received no instruction. Each subject was given 3 minutes to obtain a best PSLA cardiac imaging using a portable GE Vscan. Image clips obtained by each subject were stored. A second expert, blinded to instructional mode, evaluated images for adequacy and assigned an image quality rating on a 0 to 10 scale. Group A was able to obtain adequate images six out of six times (100%) with a median image quality rating of 7.5 (interquartile range [IQR] = 6 to 10) out of 10. Group B was also able to obtain adequate views six out of six times (100%), with a median image quality rating of 8 (IQR = 7 to 9). Group C was able to obtain adequate views one out of six times (17%), with a median image quality of 0 (IQR = 0 to 2). There were no statistically significant differences between Group A and Group B in the achievement of adequate images for E-point septal separation measurement or in image quality. In this pilot/feasibility study, novice US users were able to obtain adequate imaging to determine a healthy patient's EF through telementored education using Google Glass. These preliminary data suggest telementoring as an adequate means of medical education in bedside US. This conclusion will need to be validated with larger, more powerful studies including evaluation of pathologic findings and varying body habitus among models. © 2014 by the Society for Academic Emergency Medicine.

A randomized study of two methods of teaching perineal massage: effects on practice rates, episiotomy rates, and lacerations.

PubMed

Mynaugh, P A

1991-09-01

This study examined the effects of two methods of teaching perineal massage on the rates of practice of perineal massage, of episiotomy, and of lacerations in primiparas at birth. Couples in 20 randomly selected sections of four prenatal class series received routine printed and verbal instruction and a 12-minute video demonstration of perineal massage, or only the routine printed and verbal instruction. Women reported their practice rates in daily diary records, which were mailed to the researcher weekly. Hospital records provided delivery data. Of the 83 women, 23 (28%) practiced perineal massage: 16 (35.6%) in the experimental group, 7 (18.4%) controls. Even though the rate of practice almost doubled among experimental group women, the videotape instruction method was statistically nonsignificant. Episiotomy and laceration rates were not affected by teaching method. More severe lacerations occurred among the experimental group; however, the control group had almost four times as many severe (21%) as minor (5.3%) lacerations. The experimental group had twice as many severe (28.9%) as minor (13.3%) lacerations. These results were also nonsignificant.

A Repeated Lie Becomes a Truth? The Effect of Intentional Control and Training on Deception

PubMed Central

Hu, Xiaoqing; Chen, Hao; Fu, Genyue

2012-01-01

Deception has been demonstrated as a task that involves executive control such as conflict monitoring and response inhibition. In the present study, we investigated whether or not the controlled processes associated with deception could be trained to be more efficient. Forty-eight participants finished a reaction time-based differentiation of deception paradigm (DDP) task using self- and other-referential information on two occasions. After the first baseline DDP task, participants were randomly assigned to one of three groups: a control group in which participants finished the same task for a second time; an instruction group in which participants were instructed to speed up their deceptive responses in the second DDP; a training group in which participants received training in speeding up their deceptive responses, and then proceeded to the second DDP. Results showed that instruction alone significantly reduced the RTs associated with participants’ deceptive responses. However, the differences between deceptive and truthful responses were erased only in the training group. The result suggests that the performance associated with deception is malleable and could be voluntarily controlled with intention or training. PMID:23162520

Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?

ERIC Educational Resources Information Center

Eisenkopf, Gerald; Sulser, Pascal A.

2016-01-01

The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic…

EFL Learners' Use of Direct Strategies in Competitive and Cooperative Learning Contexts

ERIC Educational Resources Information Center

Zarei, Abbas Ali; Layeq, Hamide

2016-01-01

This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' use of direct strategies. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment…

An Emergency Department Intervention to Increase Parent-Child Tobacco Communication: A Pilot Study

ERIC Educational Resources Information Center

Mahabee-Gittens, E. Melinda; Huang, Bin; Slap, Gail B.; Gordon, Judith S.

2008-01-01

We conducted a randomized trial of parents and their 9- to 16-year-old children to pilot test an emergency department (ED)-based intervention designed to increase parent-child tobacco communication. Intervention group (IG) parents received verbal/written instructions on how to relay anti-tobacco messages to their children; control group (CG)…

A Learning Print Approach Toward Perceptual Training and Reading in Kindergarten.

ERIC Educational Resources Information Center

D'Annunzio, Anthony

The purpose of this research study was to compare two kinds of perceptual training for kindergarteners. A control group was grouped for instruction in visual or auditory perception. The children whose weaker modality was auditory received an "Open Court" program which stressed the acquisition of phonetic skills. The Frostig-Horne program was given…

The Psychological Construct of Encoding Specificity and Its Relationship to Designing Instruction and Tests.

ERIC Educational Resources Information Center

Canelos, James; And Others

The effects of encoding specificity were evaluated for learners: (1) in a typical classroom group learning environment, (2) receiving an audiovisual presentation on an academic subject, and (3) in a group testing environment. Encoding specificity involves the interaction between the encoding phase of memory or the learning context, the stored…

Early home-based intervention in the Netherlands for children at familial risk of dyslexia.

PubMed

van Otterloo, Sandra G; van der Leij, Aryan; Henrichs, Lotte F

2009-08-01

Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n=23) received a specific training in phoneme awareness and letter knowledge. A control group (n=25) received a non-specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10 min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post-test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first-grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition. (c) 2008 John Wiley & Sons, Ltd.

Contrasting two models of academic self-efficacy--domain-specific versus cross-domain--in children receiving and not receiving special instruction in mathematics.

PubMed

Jungert, Tomas; Hesser, Hugo; Träff, Ulf

2014-10-01

In social cognitive theory, self-efficacy is domain-specific. An alternative model, the cross-domain influence model, would predict that self-efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self-efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally-achieving children. The participants were 73 fifth-grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self-efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self-efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self-efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self-efficacy in the mathematics domain, and self-efficacy beliefs in different domains were correlated. Self-efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross-Domain Influence Model for normal achieving children. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning.

PubMed

Pourshanazari, A A; Roohbakhsh, A; Khazaei, M; Tajadini, H

2013-03-01

The rapid improvements in medical sciences and the ever-increasing related data, however, require novel methods of instruction. One such method, which has been given less than due attention in Iran, is problem-based learning (PBL). In this study, we aimed to evaluate the impact of study skills and the PBL methods on short and long-term retention of information provided for medical students in the course of respiratory physiology and compare it with traditional learning method. In this study, 39 medical students from Medical School of Kerman University of Medical Sciences, Kerman, Iran (2006-2010) were enrolled in the study and allocated randomly in three equal groups (13 in each group). All groups underwent a pre-test to be assessed for their basic information regarding respiratory physiology. Two groups were instructed using the traditional method, and one group used PBL. Among the two groups of the traditional method, one was instructed about study skills and the other was not. Once the PBL group took the study skill workshop, they were aided by tutors for their education. In the final term test, those students who had learned study skills and were instructed with the traditional method scored higher compared to other groups (p < 0.05). However, in the 1 year (p < 0.05) and 4 year (p < 0.01) interval examinations, the PBL group achieved significantly higher scores. Despite the fact that PBL had no positive effect on the final term exam of our students, it yielded a more profound and retained understanding of the subject course. Moreover, considering the positive effect of study skills on long-term student scores, we recommend students to receive instructions regarding the appropriate study skills when initiated into universities.

A randomized, controlled trial of interactive, multimedia software for patient colonoscopy education.

PubMed

Shaw, M J; Beebe, T J; Tomshine, P A; Adlis, S A; Cass, O W

2001-02-01

The purpose of our study was to assess the effectiveness of computer-assisted instruction (CAI) in patients having colonoscopies. We conducted a randomized, controlled trial in large, multispecialty clinic. Eighty-six patients were referred for colonoscopies. The interventions were standard education versus standard education plus CAI, and the outcome measures were anxiety, comprehension, and satisfaction. Computer-assisted instruction had no effect on patients' anxiety. The group receiving CAI demonstrated better overall comprehension (p < 0.001). However, Comprehension of certain aspects of serious complications and appropriate postsedation behavior were unaffected by educational method. Patients in the CAI group were more likely to indicate satisfaction with the amount of information provided when compared with the standard education counterparts (p = 0.001). Overall satisfaction was unaffected by educational method. Computer-assisted instruction for colonoscopy provided better comprehension and greater satisfaction with the adequacy of education than standard education. Computer-assisted instruction helps physicians meet their educational responsibilities with no decrement to the interpersonal aspects of the patient-physician relationship.

The effects of critical thinking instruction on training complex decision making.

PubMed

Helsdingen, Anne S; van den Bosch, Karel; van Gog, Tamara; van Merriënboer, Jeroen J G

2010-08-01

Two field studies assessed the effects of critical thinking instruction on training and transfer of a complex decision-making skill. Critical thinking instruction is based on studies of how experienced decision makers approach complex problems. Participants conducted scenario-based exercises in both simplified (Study I) and high-fidelity (Study 2) training environments. In both studies, half of the participants received instruction in critical thinking. The other half conducted the same exercises but without critical thinking instruction. After the training, test scenarios were administered to both groups. The first study showed that critical thinking instruction enhanced decision outcomes during both training and the test. In the second study, critical thinking instruction benefited both decision outcomes and processes, specifically on the transfer to untrained problems. The results suggest that critical thinking instruction improves decision strategy and enhances understanding of the general principles of the domain. The results of this study warrant the implementation of critical thinking instruction in training programs for professional decision makers that have to operate in complex and highly interactive, dynamic environments.

An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties.

PubMed

Fien, Hank; Smith, Jean Louise M; Smolkowski, Keith; Baker, Scott K; Nelson, Nancy J; Chaparro, Erin

2015-01-01

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test-10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement. © Hammill Institute on Disabilities 2014.

Reduction of oral levels of volatile sulfur compounds (VSC) by professional toothcleaning and oral hygiene instruction in non-halitosis patients.

PubMed

Seemann, Rainer; Passek, Gregor; Bizhang, Mozhgan; Zimmer, Stefan

2004-01-01

The aim of the study was to determine the longitudinal effect of an oral hygiene program on oral levels of volatile sulfur compounds (VSC). The study subjects were randomly selected from patients attending a student course in operative dentistry and from staff members of our dental clinic. The test group (n = 30) received an oral hygiene training including professional toothcleaning (PTC), oral hygiene instruction, and motivation. The control group (n = 10) received no particular treatment. None of the subjects suffered from bad breath nor performed regular tongue cleaning. At baseline, immediately after PTC, one week, and four weeks thereafter we measured the oral hygiene status by means of the papillary bleeding index (PBI) and the oral concentrations of VSC by using a portable sulfide monitor (Halimeter). Immediately after PTC, as well as one week, and four weeks after entering the program the PBI and the VSC-levels were significantly decreased as compared to the baseline values and the control group. VSCs were decreased by 34.9% (+/- 6.3) after PTC, 33.2% (+/- 7.1) one week, and 27.9% (+/- 5.8) four weeks thereafter. The present study shows that in a group of patients without bad breath, an oral hygiene training program including professional toothcleaning, motivation and instruction of self-applied oral hygiene procedures is capable of reducing both papillary bleeding and oral levels of VSC Halimeter readings over the observation period of four weeks.

The effect of intervention on the free-play experience for mothers and their infants with developmental delay and cerebral palsy.

PubMed

Redditi Hanzlik, J

1989-01-01

An intervention study designed to investigate the effects of one hour of maternal and infant behavior was conducted using experimental and control groups of mothers and their infants with cerebral palsy. Ten mother-infant pairs were in each group; infants ranged in age from 8-32 months. Infants of mothers in the control group received one hour of NDT-based occupational therapy. Two-factor repeated measures analysis of variance with repeated measures of the second factor indicated that the nonverbal instruction methods were significantly more successful in modifying maternal and infant behavior than were the verbal instruction methods. Implications of the results for intervention programs and future research were discussed.

The effects of level of knowledge upon human problem solving in a process control task

NASA Technical Reports Server (NTRS)

Morris, N. M.; Rouse, W. B.

1983-01-01

The effect of knowledge of a system on the performance of the operator has been investigated using PLANT, a generic simulation of a process. Four sets of written instructions representing the what, how, and why of system control were utilized by groups of subjects who controlled PLANT in a variety of familiar and unfamiliar situations. Written test results at the end of the experiments showed that the instructions had no effect on the primary goal of production, but those groups receiving guidelines for operation (the how) controlled the system in a more stable manner. Principles (the why) had no apparent effect on the subjects' performance. There was no difference between groups in diagnosing unfamiliar events.

Supporting driver headway choice: the effects of discrete headway feedback when following headway instructions.

PubMed

Risto, Malte; Martens, Marieke H

2014-07-01

With specific headway instructions drivers are not able to attain the exact headways as instructed. In this study, the effects of discrete headway feedback (and the direction of headway adjustment) on headway accuracy for drivers carrying out time headway instructions were assessed experimentally. Two groups of each 10 participants (one receiving headway feedback; one control) carried out headway instructions in a driving simulator; increasing and decreasing their headway to a target headway of 2 s at speeds of 50, 80, and 100 km/h. The difference between the instructed and chosen headway was a measure for headway accuracy. The feedback group heard a sound signal at the moment that they crossed the distance of the instructed headway. Unsupported participants showed no significant difference in headway accuracy when increasing or decreasing headways. Discrete headway feedback had varying effects on headway choice accuracy. When participants decreased their headway, feedback led to higher accuracy. When increasing their headway, feedback led to a lower accuracy, compared to no headway feedback. Support did not affect driver's performance in maintaining the chosen headway. The present results suggest that (a) in its current form discrete headway feedback is not sufficient to improve the overall accuracy of chosen headways when carrying out headway instructions; (b) the effect of discrete headway feedback depends on the direction of headway adjustment. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge.

PubMed

Brannagan, Kim B; Dellinger, Amy; Thomas, Jan; Mitchell, Denise; Lewis-Trabeaux, Shirleen; Dupre, Susan

2013-11-01

Peer teaching has been shown to enhance student learning and levels of self efficacy. The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment. This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education. Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study. This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined. Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors. The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer tutors, and research should be conducted using more complex skills. Copyright © 2012 Elsevier Ltd. All rights reserved.

Compliance of postoperative instructions following the surgical extraction of impacted lower third molars: A randomized clinical trial

PubMed Central

Alvira-González, Joaquín

2015-01-01

Objectives: The understanding and adherence to postoperative care instructions are factors that influence the recuperation process after any surgical procedure. The aim of this study was to determine the percentage of patients who strictly follow the postoperative instructions after the extraction of an impacted lower third molar in relation to sociocultural level, preoperative anxiety scores and how postoperative information is provided to the patient. Study Design: Patients were randomly assigned to one of three different test groups according to how the postoperative instructions were presented: verbal, written and a group that received additional information. Before surgery, patients were required to complete the Corah Dental Anxiety Scale and personal information (age, gender and educational level) was also collected. P<0.05 was considered significant. Patients were surveyed a week after surgery regarding their adherence to postoperative instructions. Results: 84 patients (45 women and 39 men with an average of 28.23 ± 7.41 years) completed the study. There were no statistically significant differences regarding adherence of postoperative care instructions depending on the manner of instruction presentation, preoperative anxiety level and sociocultural level (p> 0.05). Quitting smoking or drinking of alcoholic/carbonated beverages were the main influential factors for the lack of adherence to postoperative care instructions during the week after surgery. Conclusions: Presentation of postoperative instructions, preoperative anxiety scores and sociocultural level do not appear to be key factors that promote the adherence to postoperative instructions. Key words:Compliance, postoperative instructions, treatment, third molar. PMID:25475774

Tissue adhesive skills study: the physician learning curve.

PubMed

Lin, Michelle; Coates, Wendy C; Lewis, Roger J

2004-04-01

To compare 2 educational approaches (structured group session vs. individual instruction) of learning application techniques of 2-octylcyanoacrylate (OCA) on wounds repaired in the emergency department. This prospective, nonrandomized, observational study was conducted in an urban hospital emergency department. Medical students, residents, and faculty were trained in the use of OCA either in a standardized group session or individually, based on their availability to attend the group session. Physicians completed a data collection form that included wound characteristics, type of instruction, and number of lacerations previously repaired with OCA. Impressions of time required, difficulty, and postrepair cosmesis were each recorded on a 5-point Likert scale. The 3 scales were totaled to yield a 15-point summary outcome measure. Univariate nonparametric comparisons of measures were performed between physicians with and without group instruction and between those with and without prior OCA experience. Using 35 subjects in each group, this study had a power of 0.95 to detect a difference of 1.5 points in the 15-point summary score, using alpha = 0.05. Eighty-one subjects were enrolled; the median summary score was 13 (IQR 12 to 15). There was no statistically significant difference in the summary score, nor any of its 3 components (time saved, difficulty, cosmesis), when comparing physicians with and without group instruction, nor when comparing first-time users to those with prior experience. OCA application is an easily acquired skill. Physicians were satisfied with their proficiency in OCA application, regardless of type of instruction received or number of previous lacerations repaired with OCA.

A Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children’s Working Memory and Comprehension

PubMed Central

Peng, Peng

2015-01-01

Researchers are increasingly interested in working memory (WM) training. However, it is unclear whether it strengthens comprehension in young children who are at risk for learning difficulties. We conducted a modest study of whether the training of verbal WM would improve verbal WM and passage listening comprehension, and whether training effects differed between two approaches: training with and without strategy instruction. A total of 58 first-grade children were randomly assigned to 3 groups: WM training with a rehearsal strategy, WM training without strategy instruction, and controls. Every member of the 2 training groups received a one-to-one, 35-minute session of verbal WM training on each of 10 consecutive school days, totaling 5.8 hours. Both training groups improved on trained verbal WM tasks, with the rehearsal group making greater gains. Without correction for multiple group comparisons, the rehearsal group made reliable improvements over controls on an untrained verbal WM task and on passage listening comprehension and listening retell measures. The no-strategy- instruction group outperformed controls on passage listening comprehension. When corrected for multiple contrasts, these group differences disappeared, but were associated with moderate-to-large effect sizes. Findings suggest—however tentatively—that brief but intensive verbal WM training may strengthen the verbal WM and comprehension performance of young children at risk. Necessary caveats and possible implications for theory and future research are discussed. PMID:26156961

A Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children's Working Memory and Comprehension.

PubMed

Peng, Peng; Fuchs, Douglas

2017-01-01

Researchers are increasingly interested in working memory (WM) training. However, it is unclear whether it strengthens comprehension in young children who are at risk for learning difficulties. We conducted a modest study of whether the training of verbal WM would improve verbal WM and passage listening comprehension and whether training effects differed between two approaches: training with and without strategy instruction. A total of 58 first-grade children were randomly assigned to three groups: WM training with a rehearsal strategy, WM training without strategy instruction, and controls. Each member of the two training groups received a one-to-one, 35-min session of verbal WM training on each of 10 consecutive school days, totaling 5.8 hr. Both training groups improved on trained verbal WM tasks, with the rehearsal group making greater gains. Without correction for multiple group comparisons, the rehearsal group made reliable improvements over controls on an untrained verbal WM task and on passage listening comprehension and listening retell measures. The no-strategy-instruction group outperformed controls on passage listening comprehension. When corrected for multiple contrasts, these group differences disappeared but were associated with moderate to large effect sizes. Findings suggest-however tentatively-that brief but intensive verbal WM training may strengthen the verbal WM and comprehension performance of young children at risk. Necessary caveats and possible implications for theory and future research are discussed. © Hammill Institute on Disabilities 2015.

Hand hygiene instruction decreases illness-related absenteeism in elementary schools: a prospective cohort study

PubMed Central

2012-01-01

Background Illness-related absences have been shown to lead to negative educational and economic outcomes. Both hand washing and hand sanitizer interventions have been shown to be effective in reducing illness-related absences. However, while the importance of hand hygiene in schools is clear, the role of instruction in use is less obvious. The purpose of this study was to compare absenteeism rates among elementary students given access to hand hygiene facilities versus students given both access and short repetitive instruction in use, particularly during influenza season when illness-related absences are at a peak. Methods A hand hygiene intervention was implemented from October to May during the 2009/2010 academic year, including peak flu season, in two Chicago Public Elementary Schools among students grades pre-kindergarten to eighth grade (ages 4–14). Classrooms were systematically assigned to an intervention or control group by grade (cluster design). Hand hygiene facilities (sanitizer and soap) were made available to all students. Students in the intervention group also received short repetitive instruction in hand hygiene every 2 months. Only absences as a result of respiratory or gastrointestinal illness were used to establish illness-related absenteeism rates. Percent absent days were calculated and bivariate analyses were performed to compare percent absent days among students given access to hand hygiene facilities versus students given both access and instruction. Prior to the intervention, teachers’ perceptions of students’ hand hygiene were also evaluated. Teacher perceptions were analysed to describe attitudes and beliefs. Results Data were collected and analysed for 773 students reporting 1,886 absences during the study period (1.73% of total school days). Both the percent total absent days and percent illness-related absent days were significantly lower in the group receiving short instruction during flu season (P = 0.002, P < 0.001, respectively). This difference peaked during the influenza season (when intervention began) and declined in the following months. Teachers (n = 23) agreed that hand hygiene is not performed properly among students and reported time constraints as a barrier to frequent hand washing. Conclusions Adding hand hygiene instruction to existing hand hygiene practices improved attendance at public elementary schools during the flu season. Standardized and brief repetitive instruction in hand hygiene holds potential to significantly reduce absenteeism. PMID:22587432

Dental Students’ Preference with Regard to Tactile or Visual Determination of Injection Site for an Inferior Alveolar Nerve Block in Children: A Crossover Randomized Clinical Trial

PubMed Central

Iranmanesh, Seyed Masoud

2016-01-01

Objectives: Instruction of local anesthesia injection in an important part of dental education curricula. This study was performed to compare dental students’ preference with regard to tactile or visual determination of injection site for an inferior alveolar nerve block (IANB) in children. Materials and Methods: This crossover randomized clinical trial was conducted on dental students of Zahedan Dental School who took the first practical course of pediatric dentistry in the first academic semester of 2013–14 (n=42). They were randomly divided into two groups. During the first phase, group I was instructed to find the needle insertion point for an IANB via tactile method and group II was instructed to do it visually. In the second phase, the groups received instructions for the alternate technique. Both instructions were done using live demonstrations by the same instructor and immediately after instruction the learners practiced an IANB using the taught method. A five-point Likert scale questionnaire was then filled out by the students. The preference score was determined by calculating the mean of item scores. Data were analyzed using Mann-Whitney U and Wilcoxon Singed Rank tests in SPSS 19 at P=0.05 level of significance. Results: Thirty-eight students completed the study. By using the visual method to perform an IANB, students gained a significantly higher mean preference score (P=0.020). There was a significant difference in the preference of male students (P=0.008). Conclusions: Instruction of IANB by visual identification of needle insertion point is more desirable by students. PMID:27536327

Relationship of preschool special education outcomes to instructional practices and parent-child interaction.

PubMed

Mahoney, Gerald; Wheeden, C Abigail; Perales, Frida

2004-01-01

Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent-child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children's rate of development. Regression analyses indicated that children's rate of development at the end of intervention was significantly related to their parents' style of interaction but was unrelated to the type of instructional model they received.

Analysis of the reliability of the Italian version of the Oral Behaviours Checklist and the relationship between oral behaviours and trait anxiety in healthy individuals.

PubMed

Donnarumma, V; Cioffi, I; Michelotti, A; Cimino, R; Vollaro, S; Amato, M

2018-04-01

The Oral Behaviours Checklist (OBC) is a valid 21-item instrument quantifying the self-reported frequency of oral behaviours. An Italian version (OBC-It) has been released recently. Anxiety and oral behaviours are known to be associated in individuals with oro-facial pain due to temporomandibular disorders (TMD). However, information about this relationship in pain-free individuals is still limited. The aim of this study was to test the reliability of the OBC-It and its reduced version (OBC-It 6), focusing on tooth clenching-related wake-time oral behaviours, and the effect of patient instructions on reliability. A second aim was to test the association between trait anxiety and oral behaviours in pain-free individuals. Two hundred and eighty-two TMD-free students, divided into 2 groups (Group A, n = 139, mean age ± SD = 22.6 ± 5.4 years; Group B, n = 143, 23.7 ± 4.2 years), filled in the State-Trait Anxiety Inventory and the OBC-It. Group B received instructions about the OBC-It, while Group A did not. After 2 weeks, both groups filled in the OBC-It again. However, Group B was further divided into 2 subgroups, B 1 and B 2 . The first received the same instructions again, while B 2 did not. The test-retest reliability of the OBC-It (A: ICC = .87; B 1 : ICC = .94; B 2 : ICC = .95) and OBC-It 6 (A: ICC = .85; B 1 : ICC = .89; B 2 : ICC = .93) was excellent in all groups. Trait anxiety was weakly associated with OBC-It only in women (R 2  = .043, P = .021). The OBC-It is a reliable tool but further subjects' instructions might be needed. Trait anxiety has a limited effect on oral behaviours in TMD-free subjects. © 2018 John Wiley & Sons Ltd.

First and Second Language Acquisition in German Children Attending a Kindergarten Immersion Program: A Combined Longitudinal and Cross-Sectional Study

ERIC Educational Resources Information Center

Bergström, Kirstin; Klatte, Maria; Steinbrink, Claudia; Lachmann, Thomas

2016-01-01

This study investigated first (L1) and second (L2) language acquisition in two age-matched groups of 2- to 6-year-old kindergarten children over the course of 2.5 years. The immersion group participated in a partial English immersion program whereas the conventional instruction group received a conventional L2 course (30 minutes per week); the…

Learning and adherence to baby massage after two teaching strategies.

PubMed

Cruz, Cláudia Marchetti; Caromano, Fátima Aparecida; Gonçalves, Lia Lopes; Machado, Thais Gaiad; Voos, Mariana Callil

2014-07-01

Little is known about learning/adherence after different baby massage teaching strategies. We compared the learning/adherence after two strategies. Twenty mothers from the group manual-course (GMC) and 20 from the group manual-orientations (GMO) received a booklet. GMC participated in a course during the third trimester. GMO received verbal instructions during the postpartum hospital stay. Multiple-choice and practical tests assessed learning (GMC: performing strokes on a doll; GMO: on the baby). Adherence was measured 3 months after childbirth. No differences were found between the groups in learning/adherence. Both teaching strategies showed similar and positive results. © 2014, Wiley Periodicals, Inc.

Text Messages Promoting Mental Imagery Increase Self-Reported Physical Activity in Older Adults: A Randomized Controlled Study.

PubMed

Robin, Nicolas; Toussaint, Lucette; Coudevylle, Guillaume R; Ruart, Shelly; Hue, Olivier; Sinnapah, Stephane

2018-06-22

This study tested whether text messages prompting adults 50 years of age and older to perform mental imagery would increase aerobic physical activity (APA) duration using a randomized parallel trial design. Participants were assigned to an Imagery 1, Imagery 2, or placebo group. For 4 weeks, each group was exposed to two conditions (morning text message vs. no morning text message). In the morning message condition, the imagery groups received a text message with the instruction to mentally imagine performing an APA, and the placebo group received a placebo message. All participants received an evening text message of "Did you do your cardio today? If yes, what did you do?" for 3 days per week. Participants of the imagery groups reported significantly more weekly minutes of APA in the morning text message condition compared with the no morning message condition. Electronic messages were effective at increasing minutes of APA.

The effect of topical application of pure honey on radiation-induced mucositis: a randomized clinical trial.

PubMed

Motallebnejad, M; Akram, S; Moghadamnia, A; Moulana, Z; Omidi, S

2008-03-01

Radiation-induced mucositis is an early effect of head and neck radiotherapy. Mucositis can cause ulcers, and patients may experience pain and dysphasia which need treatment. The aim of this study is to evaluate the effect of pure natural honey on radiation induced mucositis. In this randomized single blind (examiner blind) clinical trial 40 patients with head and neck cancer requiring radiation to the oropharyngeal mucosa were randomly assigned to two groups. Twenty patients assigned to the study group received honey, while both the study and control groups received standard head and neck radiation therapy based on a standard protocol. In the study group patients were instructed to take 20 ml of honey 15 minutes before radiation therapy, then again at intervals of 15 minutes and six hours after radiation. In the control group patients were instructed to rinse with 20 ml of saline before and after radiation. Patients were evaluated weekly for progression of mucositis using the Oral Mucositis Assessing Scale (OMAS). Data were analyzed using the independent t-test, Mann-Whitney, and Friedman tests. A significant reduction in mucositis among honey-received patients compared with controls (p=0.000) occurred. Within the limits of this study the results showed the application of natural honey is effective in managing radiation induced mucositis. Natural honey is a product with rich nutritional qualities that could be a pleasant, simple, and economic modality for the management of radiation mucositis.

The Effects of a Comprehensive Reading Intervention Programme for Grade 3 Children

ERIC Educational Resources Information Center

Frost, Jorgen; Sorensen, Peer Moller

2007-01-01

A group of 37 8-year-old children who had scored below the 20th percentile on a national reading test were offered intensive reading instruction in groups of four during Grade 3 in two periods (10 and 5 weeks). The intervention was delivered by six teachers who received training in a comprehensive reading intervention programme called…

Small groups, big gains: efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits.

PubMed

Kruse, Lydia G; Spencer, Trina D; Olszewski, Arnold; Goldstein, Howard

2015-05-01

The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study. The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge. Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.

Teaching for understanding in medical classrooms using multimedia design principles.

PubMed

Issa, Nabil; Mayer, Richard E; Schuller, Mary; Wang, Edward; Shapiro, Michael B; DaRosa, Debra A

2013-04-01

In line with a recent report entitled Effective Use of Educational Technology in Medical Education from the Association of American Medical Colleges Institute for Improving Medical Education (AAMC-IME), this study examined whether revising a medical lecture based on evidence-based principles of multimedia design would lead to improved long-term transfer and retention in Year 3 medical students. A previous study yielded positive effects on an immediate retention test, but did not investigate long-term effects. In a pre-test/post-test control design, a cohort of 37 Year 3 medical students at a private, midwestern medical school received a bullet point-based PowerPoint™ lecture on shock developed by the instructor as part of their core curriculum (the traditional condition group). Another cohort of 43 similar medical students received a lecture covering identical content using slides redesigned according to Mayer's evidence-based principles of multimedia design (the modified condition group). Findings showed that the modified condition group significantly outscored the traditional condition group on delayed tests of transfer given 1 week (d = 0.83) and 4 weeks (d = 1.17) after instruction, and on delayed tests of retention given 1 week (d = 0.83) and 4 weeks (d = 0.79) after instruction. The modified condition group also significantly outperformed the traditional condition group on immediate tests of retention (d = 1.49) and transfer (d = 0.76). This study provides the first evidence that applying multimedia design principles to an actual medical lecture has significant effects on measures of learner understanding (i.e. long-term transfer and long-term retention). This work reinforces the need to apply the science of learning and instruction in medical education. © Blackwell Publishing Ltd 2013.

Control group design, contamination and drop-out in exercise oncology trials: a systematic review.

PubMed

Steins Bisschop, Charlotte N; Courneya, Kerry S; Velthuis, Miranda J; Monninkhof, Evelyn M; Jones, Lee W; Friedenreich, Christine; van der Wall, Elsken; Peeters, Petra H M; May, Anne M

2015-01-01

Important considerations for exercise trials in cancer patients are contamination and differential drop-out among the control group members that might jeopardize the internal validity. This systematic review provides an overview of different control groups design characteristics of exercise-oncology trials and explores the association with contamination and drop-out rates. Randomized controlled exercise-oncology trials from two Cochrane reviews were included. Additionally, a computer-aided search using Medline (Pubmed), Embase and CINAHL was conducted after completion date of the Cochrane reviews. Eligible studies were classified according to three control group design characteristics: the exercise instruction given to controls before start of the study (exercise allowed or not); and the intervention the control group was offered during (any (e.g., education sessions or telephone contacts) or none) or after (any (e.g., cross-over or exercise instruction) or none) the intervention period. Contamination (yes or no) and excess drop-out rates (i.e., drop-out rate of the control group minus the drop-out rate exercise group) were described according to the three design characteristics of the control group and according to the combinations of these three characteristics; so we additionally made subgroups based on combinations of type and timing of instructions received. 40 exercise-oncology trials were included based on pre-specified eligibility criteria. The lowest contamination (7.1% of studies) and low drop-out rates (excess drop-out rate -4.7±9.2) were found in control groups offered an intervention after the intervention period. When control groups were offered an intervention both during and after the intervention period, contamination (0%) and excess drop-out rates (-10.0±12.8%) were even lower. Control groups receiving an intervention during and after the study intervention period have lower contamination and drop-out rates. The present findings can be considered when designing future exercise-oncology trials.

Does the Structure of Dental Hygiene Instruction Impact Plaque Control in Primary School Students?

PubMed

Colaizzi, Lynda R; Tomar, Scott L; Urdegar, Steven M; Kass, Susan H

2015-06-01

A 6-month pilot study was conducted to test the assumption that an interactive, contextualized tooth brushing education program would impact the oral hygiene of low income students. The intervention consisted of an educational program focused on tooth brushing that included interactive sessions with dental professionals and teachers. School 1 students received instruction, toothbrushes, and encouragement to brush their teeth daily after lunch. School 2 students received instruction only. School 3 students only received toothbrushes to remove plaque. Children in all 3 schools were examined by trained dental hygiene students who used plaque disclosing liquid to score the amount of plaque. A predictive correlational design was used to determine the extent that different intervention types and/or demographic/hygiene practices predicted differences in post intervention plaque level, once baseline plaque level was taken into account. A total of 254 first and second grade students in 3 public elementary schools in Miami participated in the study. Overall, mean plaque scores were significantly lower at the 6 month follow-up. Between-group comparisons of the mean follow-up scores, adjusted for the effect of the baseline scores, revealed greater but non-significant plaque reduction at School 1 compared to the other schools, and the presence of significant age and ethnic effects. The most intensive intervention instruction accompanied by repeated practice may lead to improved oral hygiene when compared to instruction alone, when oral hygiene practices and demographic characteristics are taken into account. Design changes intended to increase statistical power may help to explicate these effects. Copyright © 2015 The American Dental Hygienists’ Association.

Training with video imaging improves the initial intubation success rates of paramedic trainees in an operating room setting.

PubMed

Levitan, R M; Goldman, T S; Bryan, D A; Shofer, F; Herlich, A

2001-01-01

Video imaging of intubation as seen by the laryngoscopist has not been a part of traditional instruction methods, and its potential impact on novice intubation success rates has not been evaluated. We prospectively tracked the success rates of novice intubators in paramedic classes who were required to watch a 26-minute instructional videotape made with a direct laryngoscopy imaging system (video group). We compared the prospectively obtained intubation success rate of the video group against retrospectively collected data from prior classes of paramedic students (traditional group) in the same training program. All classes received the same didactic airway instruction, same mannequin practice time, same paramedic textbook, and were trained in the same operating room with the same teaching staff. The traditional group (n=113, total attempts 783) had a mean individual intubation success rate of 46.7% (95% confidence interval 42.2% to 51.3%). The video group (n=36, total attempts 102) had a mean individual intubation success rate of 88.1% (95% confidence interval 79.6% to 96.5%). The difference in mean intubation success rates between the 2 groups was 41.4% (95% confidence interval 31.1% to 50.7%, P <.0001). The 2 groups did not differ in respect to age, male sex, or level of education. An instructional videotape made with the direct laryngoscopy video system significantly improved the initial success rates of novice intubators in an operating room setting.

Verbal communication improves laparoscopic team performance.

PubMed

Shiliang Chang; Waid, Erin; Martinec, Danny V; Bin Zheng; Swanstrom, Lee L

2008-06-01

The impact of verbal communication on laparoscopic team performance was examined. A total of 24 dyad teams, comprised of residents, medical students, and office staff, underwent 2 team tasks using a previously validated bench model. Twelve teams (feedback groups) received instant verbal instruction and feedback on their performance from an instructor which was compared with 12 teams (control groups) with minimal or no verbal feedback. Their performances were both video and audio taped for analysis. Surgical backgrounds were similar between feedback and control groups. Teams with more verbal feedback achieved significantly better task performance (P = .002) compared with the control group with less feedback. Impact of verbal feedback was more pronounced for tasks requiring team cooperation (aiming and navigation) than tasks depending on individual skills (knotting). Verbal communication, especially the instructions and feedback from an experienced instructor, improved team efficiency and performance.

The Effects of History of Mathematics on Attitudes Toward Mathematics of College Algebra Students

ERIC Educational Resources Information Center

McBride, Cecil; Rollins, James H.

1977-01-01

Two college algebra classes were exposed to items from mathematics history in their classroom instruction, while two other college algebra classes received no such exposure. Results showed a significant positive attitude change of the mathematics history group. (DT)

Effects of Prompting in Reflective Learning Tools: Findings from Experimental Field, Lab, and Online Studies.

PubMed

Renner, Bettina; Prilla, Michael; Cress, Ulrike; Kimmerle, Joachim

2016-01-01

Reflective learning is an important type of learning both in formal and informal situations-in school, higher education, at the workplace, and in everyday life. People may benefit from technical support for reflective learning, in particular when supporting each other by reflecting not only upon their own but also upon other people's problems. We refer to this collective approach where people come together to think about experiences and find solutions to problems as "collaborative reflection." We present three empirical studies about the effects of prompting in reflective learning tools in such situations where people reflect on others' issues. In Study 1 we applied a three-stage within-group design in a field experiment, where 39 participants from two organizations received different types of prompts while they used a reflection app. We found that prompts that invited employees to write down possible solutions led to more comprehensive comments on their colleagues' experiences. In Study 2 we used a three-stage between-group design in a laboratory experiment, where 78 university students were invited to take part in an experiment about the discussion of problems at work or academic studies in online forums. Here we found that short, abstract prompts showed no superiority to a situation without any prompts with respect to quantity or quality of contributions. Finally, Study 3 featured a two-stage between-group design in an online experiment, where 60 participants received either general reflection instructions or detailed instructions about how to reflect on other people's problems. We could show that detailed reflection instructions supported people in producing more comprehensive comments that included more general advice. The results demonstrate that to increase activity and to improve quality of comments with prompting tools require detailed instructions and specific wording of the prompts.

Differences in children's thinking and learning during attentional focus instruction.

PubMed

Perreault, Melanie E; French, Karen E

2016-02-01

Considerable evidence supports the motor learning advantage associated with an external focus of attention; however, very few studies have investigated attentional focus effects with children despite individual functional constraints that have the potential to impact use of instructional content. Thus, the purpose of this study was to determine the effect of attentional focus instruction on motor learning in children. Participants (n=42) aged 9-11years were randomly assigned to one of three gender-stratified groups: (1) control, (2) internal focus, or (3) external focus. Following initial instructions and task demonstration, participants performed 100 modified free throws over two days while receiving additional cues respective to their attentional focus condition and returned approximately 48h later to perform 20 additional free throws. Results revealed no significant learning differences between groups. However, responses to retrospective verbal reports suggest that the use of external focus content during practice may have contributed to some participants' superior performance in retention. Future research should continue to examine attentional focus effects across a variety of ages and incorporate retrospective verbal reports in order to examine children's thoughts during attentional focus instruction. Copyright © 2015 Elsevier B.V. All rights reserved.

The impact of haptic feedback on students' conceptions of the cell

NASA Astrophysics Data System (ADS)

Minogue, James

2005-07-01

The purpose of this study was to investigate the efficacy of adding haptic (sense of touch) feedback to computer generated visualizations for use in middle school science instruction. Current technology allows for the simulation of tactile and kinesthetic sensations via haptic devices and a computer interface. This study, conducted with middle school students (n = 80), explored the cognitive and affective impacts of this innovative technology on students' conceptions of the cell and the process of passive transport. A pretest-posttest control group design was used and participants were randomly assigned to one of two treatment groups (n = 40 for each). Both groups experienced the same core computer-mediated instructional program. This Cell Exploration program engaged students in a 3-D immersive environment that allowed them to actively investigate the form and function of a typical animal cell including its major organelles. The program also engaged students in a study of the structure and function of the cell membrane as it pertains to the process of passive transport and the mechanisms behind the membrane's selective permeability. As they conducted their investigations, students in the experimental group received bi-modal visual and haptic (simulated tactile and kinesthetic) feedback whereas the control group students experienced the program with only visual stimuli. A battery of assessments, including objective and open-ended written response items as well as a haptic performance assessment, were used to gather quantitative and qualitative data regarding changes in students' understandings of the cell concepts prior to and following their completion of the instructional program. Additionally, the impact of haptics on the affective domain of students' learning was assessed using a post-experience semi-structured interview and an attitudinal survey. Results showed that students from both conditions (Visual-Only and Visual + Haptic) found the instructional program interesting and engaging. Additionally, the vast majority of the students reported that they learned a lot about and were more interested in the topic due to their participation. Moreover, students who received the bi-modal (Visual + Haptic) feedback indicated that they experienced lower levels of frustration and spatial disorientation as they conducted their investigations when compared to individuals that relied solely on vision. There were no significant differences measured across the treatment groups on the cognitive assessment items. Despite this finding, the study provided valuable insight into the theoretical and practical considerations involved in the development of multimodal instructional programs.

ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.

PubMed

Wong, Chiu-Yin; Indiatsi, John; Wong, Gary K W

2016-01-01

The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.

The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching

NASA Astrophysics Data System (ADS)

Akpınar, Ercan

2014-08-01

This study investigates the effects of using interactive computer animations based on predict-observe-explain (POE) as a presentation tool on primary school students' understanding of the static electricity concepts. A quasi-experimental pre-test/post-test control group design was utilized in this study. The experiment group consisted of 30 students, and the control group of 27 students. The control group received normal instruction in which the teacher provided instruction by means of lecture, discussion and homework. Whereas in the experiment group, dynamic and interactive animations based on POE were used as a presentation tool. Data collection tools used in the study were static electricity concept test and open-ended questions. The static electricity concept test was used as pre-test before the implementation, as post-test at the end of the implementation and as delay test approximately 6 weeks after the implementation. Open-ended questions were used at the end of the implementation and approximately 6 weeks after the implementation. Results indicated that the interactive animations used as presentation tools were more effective on the students' understanding of static electricity concepts compared to normal instruction.

Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children

ERIC Educational Resources Information Center

Huffstetter, Mary; King, James R.; Onwuegbuzie, Anthony J.; Schneider, Jenifer J.; Powell-Smith, Kelly A.

2010-01-01

This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest-posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or…

Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.

PubMed

Rittle-Johnson, Bethany; Fyfe, Emily R; Loehr, Abbey M

2016-12-01

Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson. We worked with 180 second-grade children in the United States. In a randomized experiment, children received a classroom lesson on mathematical equivalence in one of four conditions that varied in instruction type (conceptual or combined conceptual and procedural) and in instruction order (instruction before or after solving problems). Children who received two iterations of conceptual instruction had better retention of conceptual and procedural knowledge than children who received both conceptual and procedural instruction in the same lesson. Order of instruction did not impact outcomes. Findings suggest that within a single lesson, spending more time on conceptual instruction may be more beneficial than time spent teaching a procedure when the goal is to promote more robust understanding of target concepts and procedures. © 2016 The British Psychological Society.

Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students

PubMed Central

Novick, Laura R.; Catley, Kefyn M.

2016-01-01

The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology class for science majors. We present the results of a study involving 117 undergraduates who received either our new research-based tree-thinking curriculum or business-as-usual instruction. We found greater gains in tree-thinking abilities for the experimental instruction group than for the business-as-usual group, as measured by performance on our novel assessment instrument. This was a medium size effect. These gains were observed on an unannounced test that was administered ∼5–6 weeks after the primary instruction in tree thinking. The nature of students’ postinstruction difficulties with tree thinking suggests that the critical underlying concept for acquiring expert-level competence in this area is understanding that any specific phylogenetic tree is a subset of the complete, unimaginably large ToL. PMID:27881445

Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

NASA Astrophysics Data System (ADS)

Kensinger, Seth H.

Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality professional development. The five schools which provided its students with inquiry science and high quality professional development were Science Its Elementary (SIE) schools, as provided through a grant from the Pennsylvania Department of Education (PDE). The findings of the study indicated that there is evidence to suggest that elementary science achievement improves significantly when teachers have utilized inquiry instruction after receiving high-quality professional development. Specifically, the analysis of the whole group and the majority of the triad sub-groupings did result in a consistent trend to support science instruction utilizing inquiry with high-quality professional development compared to a traditional approach and an inquiry-based approach with little or no professional development. The gender analysis of this study focused on whether or not girls at the elementary school level would perform better than boys depending upon method of science instruction. The study revealed no relationship between approach to teaching science and achievement level based on gender. The whole group results and sub-group triads produced no significant findings for this part of the data analysis.

Using the Learning Together Strategy to Affect Student Achievement in Physical Science

NASA Astrophysics Data System (ADS)

Campbell, Manda D.

Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

Effect of caries preventive measures directed to expectant mothers on caries experience in their children.

PubMed

Zanata, Régia Luzia; Navarro, Maria Fidela de Lima; Pereira, José Carlos; Franco, Eduardo Batista; Lauris, José Roberto P; Barbosa, Sílvia Helena

2003-01-01

The aim of this prospective study was to determine the effectiveness of caries preventive measures started during pregnancy on the caries experience of first-time mothers and their infants. Eighty-one pregnant women with low social background were selected on the basis of the presence of active carious lesions and were randomly divided into control (38) and experimental (43) groups. The initial dental status (DMFS and white spot lesions) was established through clinical examination. The prophylactic measures were repeated during pregnancy and 6 and 12 months after delivery. Both groups received primary care intervention. They were instructed in relation to the etiologic factors of dental caries and received oral hygiene kits. Oral hygiene instructions were reinforced through interactive brushing. The experimental group also received antimicrobial treatment (topical application of NaF and iodine solution immediately after prophylaxis and 3 and 5 days later) and restorative care using glass ionomer cement. By the time the children were 2 years of age, 33.3% of the infants in the control group and 14.7% in the experimental group had caries activity. A significant difference in caries prevalence was observed between children with and without visible dental plaque. The mean number of tooth surfaces with carious lesions (including areas of demineralization) was higher among the children in the control group compared to the experimental group (6.3 x 3.2), however, with no statistical significance. Maternal caries increase was a significant factor influencing the caries experience of the children. These data support the evidence of an association between caries prevalence in young children and clinical (dental plaque) and maternal factors.

Design, development, and evaluation of visual aids for communicating prescription drug instructions to nonliterate patients in rural Cameroon.

PubMed

Ngoh, L N; Shepherd, M D

1997-03-01

In this study, culturally sensitive visual aids designed to help convey drug information to nonliterate female adults who had a prescription for a solid oral dosage form of antibiotic medications were developed and evaluated. The researchers conceptualized the educational messages while a local artist produced the visual aids. Seventy-eight female ambulatory patients were evaluated for comprehension and compliance with antibiotic prescription instructions. The study was conducted in three health centers in Cameroon, West Africa and followed a pre-test, post-test, and follow-up format for three groups: two experimental, and one control. All participants were randomly assigned to either experimental or control groups, 26 patients to each group. Subjects in the experimental groups received visual aids alone or visual aids plus an Advanced Organizer. A comparison of the three groups showed that subjects in the experimental groups scored significantly higher than the control group in both the comprehension and compliance measures.

Do Instructional Videos on Sputum Submission Result in Increased Tuberculosis Case Detection? A Randomized Controlled Trial.

PubMed

Mhalu, Grace; Hella, Jerry; Doulla, Basra; Mhimbira, Francis; Mtutu, Hawa; Hiza, Helen; Sasamalo, Mohamed; Rutaihwa, Liliana; Rieder, Hans L; Seimon, Tamsyn; Mutayoba, Beatrice; Weiss, Mitchell G; Fenner, Lukas

2015-01-01

We examined the effect of an instructional video about the production of diagnostic sputum on case detection of tuberculosis (TB), and evaluated the acceptance of the video. Randomized controlled trial. We prepared a culturally adapted instructional video for sputum submission. We analyzed 200 presumptive TB cases coughing for more than two weeks who attended the outpatient department of the governmental Municipal Hospital in Mwananyamala (Dar es Salaam, Tanzania). They were randomly assigned to either receive instructions on sputum submission using the video before submission (intervention group, n = 100) or standard of care (control group, n = 100). Sputum samples were examined for volume, quality and presence of acid-fast bacilli by experienced laboratory technicians blinded to study groups. Median age was 39.1 years (interquartile range 37.0-50.0); 94 (47%) were females, 106 (53%) were males, and 49 (24.5%) were HIV-infected. We found that the instructional video intervention was associated with detection of a higher proportion of microscopically confirmed cases (56%, 95% confidence interval [95% CI] 45.7-65.9%, sputum smear positive patients in the intervention group versus 23%, 95% CI 15.2-32.5%, in the control group, p <0.0001), an increase in volume of specimen defined as a volume ≥3ml (78%, 95% CI 68.6-85.7%, versus 45%, 95% CI 35.0-55.3%, p <0.0001), and specimens less likely to be salivary (14%, 95% CI 7.9-22.4%, versus 39%, 95% CI 29.4-49.3%, p = 0.0001). Older age, but not the HIV status or sex, modified the effectiveness of the intervention by improving it positively. When asked how well the video instructions were understood, the majority of patients in the intervention group reported to have understood the video instructions well (97%). Most of the patients thought the video would be useful in the cultural setting of Tanzania (92%). Sputum submission instructional videos increased the yield of tuberculosis cases through better quality of sputum samples. If confirmed in larger studies, instructional videos may have a substantial effect on the case yield using sputum microscopy and also molecular tests. This low-cost strategy should be considered as part of the efforts to control TB in resource-limited settings. Pan African Clinical Trials Registry PACTR201504001098231.

Teacher Efficacy of Secondary Special Education Science Teachers

NASA Astrophysics Data System (ADS)

Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Enhancing Motivation and Acquisition of Coordinate Concepts by Using Concept Trees.

ERIC Educational Resources Information Center

Hirumi, Atsusi; Bowers, Dennis R.

1991-01-01

Examines the effects of providing undergraduate learners with graphic illustrations of coordinate concept relationships to supplement text-based instruction. Half of those reading a specific passage received a graphic concept tree. That group outperformed those who did not, reporting significantly higher amounts of attenuation, confidence, and…

A Phenomenological Study of an Indonesian Cohort Group's Transformative Learning

ERIC Educational Resources Information Center

Budiraharjo, Markus

2013-01-01

This study was set to investigate how a cohort of ten Indonesian teachers experienced transformations in their teaching professionalism upon receiving an assignment of instructional leadership training to other school leaders. These ten teachers, who came from three different Indonesian Jesuit high schools and one archdiocese-based educational…

IEP Documentation for Effective Systematic Facilitation

ERIC Educational Resources Information Center

Eng, Peng-Sim

2015-01-01

This paper discusses how the process for IEP documentation was used in a training program for a group of young inexperienced teachers and teaching aides to effectively address the educational needs of children with diverse disabilities. Teachers at Kianh Centre in Vietnam received explicit instructions for writing effective functional individual…

Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness?

ERIC Educational Resources Information Center

Tilton, Wendy

2011-01-01

Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as…

The Ranschburg Effect: Tests of the Guessing-Bias and Proactive Interference Hypotheses

ERIC Educational Resources Information Center

Walsh, Michael F.; Schwartz, Marian

1977-01-01

The guessing-bias and proactive interference hypotheses of the Ranschburg Effect were investigated by giving three groups different instructions as to guessing during recall. Results failed to support the prediction that the effect should be reduced or eliminated on shift trials. Neither hypothesis received significant support. (CHK)

Microcomputer Learning Project. Willow Creek School Division No. 28.

ERIC Educational Resources Information Center

Millar, Garnet; MacLeod, Alan

Comparative research was conducted using gifted and average upper elementary and junior high school students to determine the effectiveness of utilizing microcomputers for the development of computer literacy and the implementation of curriculum courseware. Eighty students were selected as the treatment group and received instruction in the…

A worksite vegan nutrition program is well-accepted and improves health-related quality of life and work productivity.

PubMed

Katcher, Heather I; Ferdowsian, Hope R; Hoover, Valerie J; Cohen, Joshua L; Barnard, Neal D

2010-01-01

Vegetarian and vegan diets are effective in preventing and treating several chronic diseases. However, their acceptability outside a clinical trial setting has not been extensively studied. The aim of this study was to determine the acceptability of a worksite vegan nutrition program and its effects on health-related quality of life and work productivity. Employees of a major insurance corporation with a body mass index > or =25 kg/m(2) and/or a previous diagnosis of type 2 diabetes received either weekly group instruction on a low-fat vegan diet (n = 68) or received no diet instruction (n = 45) for 22 weeks. The vegan group reported improvements in general health (p = 0.002), physical functioning (p = 0.001), mental health (p = 0.03), vitality (p = 0.004), and overall diet satisfaction (p < 0.001) compared with the control group. The vegan group also reported a decrease in food costs (p = 0.003), and increased difficulty finding foods when eating out (p = 0.04) compared with the control group. The vegan group reported a 40-46% decrease in health-related productivity impairments at work (p = 0.03) and in regular daily activities (p = 0.004). A worksite vegan nutrition program is well-accepted and can be implemented by employers to improve the health, quality of life, and work productivity of employees.

Mental practice: a simple tool to enhance team-based trauma resuscitation.

PubMed

Lorello, Gianni R; Hicks, Christopher M; Ahmed, Sana-Ara; Unger, Zoe; Chandra, Deven; Hayter, Megan A

2016-03-01

Effective trauma resuscitation requires the coordinated efforts of an interdisciplinary team. Mental practice (MP) is defined as the mental rehearsal of activity in the absence of gross muscular movements and has been demonstrated to enhance acquiring technical and procedural skills. The role of MP to promote nontechnical, team-based skills for trauma has yet to be investigated. We randomized anaesthesiology, emergency medicine, and surgery residents to two-member teams randomly assigned to either an MP or control group. The MP group engaged in 20 minutes of MP, and the control group received 20 minutes of Advanced Trauma Life Support (ATLS) training. All teams then participated in a high-fidelity simulated adult trauma resuscitation and received debriefing on communication, leadership, and teamwork. Two blinded raters independently scored video recordings of the simulated resuscitations using the Mayo High Performance Teamwork Scale (MHPTS), a validated team-based behavioural rating scale. The Mann-Whitney U-test was used to assess for between-group differences. Seventy-eight residents provided informed written consent and were recruited. The MP group outperformed the control group with significant effect on teamwork behaviour as assessed using the MHPTS: r=0.67, p<0.01. MP leads to improvement in team-based skills compared to traditional simulation-based trauma instruction. We feel that MP may be a useful and inexpensive tool for improving nontechnical skills instruction effectiveness for team-based trauma care.

Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

NASA Astrophysics Data System (ADS)

Hidayat, W.; Wahyudin; Prabawanto, S.

2018-01-01

This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.

Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties.

PubMed

Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G; Cirino, Paul T; Carlson, Coleen D; Pollard-Durodola, Sharolyn D; Cardenas-Hagan, Elsa; Francis, David J

2006-01-01

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75).

Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention.

PubMed

Miller, Louise C; Russell, Cynthia L; Cheng, An-Lin; Skarbek, Anita J

2015-05-01

While professional nurses are expected to communicate clearly, these skills are often not explicitly taught in undergraduate nursing education. In this research study, writing self-efficacy and writing competency were evaluated in 52 nontraditional undergraduate baccalaureate completion students in two distance-mediated 16-week capstone courses. The intervention group (n = 44) experienced various genres and modalities of written assignments set in the context of evidence-based nursing practice; the comparison group (n = 8) received usual writing undergraduate curriculum instruction. Self-efficacy, measured by the Post Secondary Writerly Self-Efficacy Scale, indicated significant improvements for all self-efficacy items (all p's = 0.00). Writing competency, assessed in the intervention group using a primary trait scoring rubric (6 + 1 Trait Writing Model(®) of Instruction and Assessment), found significant differences in competency improvement on five of seven items. This pilot study demonstrated writing skills can improve in nontraditional undergraduate students with guided instruction. Further investigation with larger, culturally diverse samples is indicated to validate these results. Copyright © 2014 Elsevier Ltd. All rights reserved.

Can music lessons increase the performance of preschool children in IQ tests?

PubMed

Kaviani, Hossein; Mirbaha, Hilda; Pournaseh, Mehrangiz; Sagan, Olivia

2014-02-01

The impact of music on human cognition has a distinguished history as a research topic in psychology. The focus of the present study was on investigating the effects of music instruction on the cognitive development of preschool children. From a sample of 154 preschool children of Tehran kindergartens, 60 children aged between 5 and 6 were randomly assigned to two groups, one receiving music lessons and the other (matched for sex, age and mother's educational level) not taking part in any music classes. Children were tested before the start of the course of music lessons and at its end with 4 subtests of the Tehran-Stanford-Binet Intelligence Scale (TSB). The experimental group participated in twelve 75-min weekly music lessons. Statistical analysis showed significant IQ increase in participants receiving music lessons, specifically on the TSB verbal reasoning and short-term memory subtests. The numerical and visual/abstract reasoning abilities did not differ for the two groups after lessons. These data support studies that found similar skills enhancements in preschool children, despite vast differences in the setting in which the instruction occurred. These findings appear to be consistent with some neuroimaging and neurological observations which are discussed in the paper.

Changes in formal sex education: 1995-2002.

PubMed

Lindberg, Laura Duberstein; Santelli, John S; Singh, Susheela

2006-12-01

Although comprehensive sex education is broadly supported by health professionals, funding for abstinence-only education has increased. Using data from the 1995 National Survey of Adolescent Males, the 1995 National Survey of Family Growth (NSFG) and the 2002 NSFG, changes in male and female adolescents' reports of the sex education they have received from formal sources were examined. Life-table methods were used to measure the timing of instruction, and t tests were used for changes over time. From 1995 to 2002, reports of formal instruction about birth control methods declined among both genders (males, from 81% to 66%; females, from 87% to 70%). This, combined with increases in reports of abstinence education among males (from 74% to 83%), resulted in a lower proportion of teenagers' overall receiving formal instruction about both abstinence and birth control methods (males, 65% to 59%; females, 84% to 65%), and a higher proportion of teenagers' receiving instruction only about abstinence (males, 9% to 24%; females, 8% to 21%). Teenagers in 2002 had received abstinence education about two years earlier (median age, 11.4 for males, 11.8 for females) than they had received birth control instruction (median age, 13.5 for both males and females). Among sexually experienced adolescents, 62% of females and 54% of males had received instruction about birth control methods prior to first sex. A substantial retreat from formal instruction about birth control methods has left increasing proportions of adolescents receiving only abstinence education. Efforts are needed to expand teenagers' access to medically accurate and comprehensive reproductive health information.

Using low-cost Android tablets and instructional videos to teach clinical skills to medical students in Kenya: a prospective study.

PubMed

O'Donovan, James; Ahn, Roy; Nelson, Brett D; Kagan, Calvin; Burke, Thomas F

2016-08-01

To assess the feasibility and impact of using a low-cost Android tablet to deliver clinical skills training to third-year medical students in Kenya. A prospective study using a low cost tablet called 'connecTAB', which was designed and manufactured specifically for areas with low bandwidth. Instructional video tutorials demonstrating techniques of cardiovascular and abdominal clinical examinations were pre-loaded onto the tablet. Maseno University School of Medicine, Western Kenya. Fifty-one third-year medical students from Maseno University School of Medicine were subjects in the study. Twenty-five students were assigned to the intervention group and 26 to the control group. At the start of the study, students from both groups completed an Observed Structured Clinical Examination (OSCE) of the cardiovascular and abdominal evaluations. Students who were allocated to the intervention group then received the connecTAB, whereas students in the control group did not. After a period of three weeks, students from both groups completed a post-study OSCE for both the cardiovascular and abdominal evaluations. There were significantly higher improvements in the scores for both cardiovascular and abdominal examinations (p < 0.001) within the group who received the e-tablets as compared to the control group. The study suggests that access to connecTAB improves clinical education and efficacy and holds promise for international training in both medical and allied healthcare professional spheres in resource-limited settings.

The Effect of Repeated Reading with Pairs of Students in a Large-Group Setting on Fluency and Comprehension for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Frame, John N.

2011-01-01

Problem: Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency,…

Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.

PubMed

Denton, Carolyn A; Tolar, Tammy D; Fletcher, Jack M; Barth, Amy E; Vaughn, Sharon; Francis, David J

2013-08-01

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention ( N = 47) or the instruction and intervention typically provided in their schools ( N = 25). Results indicated that students who received the research intervention made significantly better growth than those who received typical school instruction on measures of word identification, phonemic decoding, and word reading fluency and on a measure of sentence- and paragraph-level reading comprehension. Treatment effects were smaller and not statistically significant on phonemic decoding efficiency, text reading fluency, and reading comprehension in extended text. Effect sizes for all outcomes except oral reading fluency met criteria for substantive importance; however, many of the students in the intervention continued to struggle. An evaluation of cognitive profiles of adequate and inadequate responders was consistent with a continuum of severity (as opposed to qualitative differences), showing greater language and reading impairment prior to the intervention in students who were inadequate responders.

Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders

PubMed Central

Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.; Barth, Amy E.; Vaughn, Sharon; Francis, David J.

2013-01-01

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention (N = 47) or the instruction and intervention typically provided in their schools (N = 25). Results indicated that students who received the research intervention made significantly better growth than those who received typical school instruction on measures of word identification, phonemic decoding, and word reading fluency and on a measure of sentence- and paragraph-level reading comprehension. Treatment effects were smaller and not statistically significant on phonemic decoding efficiency, text reading fluency, and reading comprehension in extended text. Effect sizes for all outcomes except oral reading fluency met criteria for substantive importance; however, many of the students in the intervention continued to struggle. An evaluation of cognitive profiles of adequate and inadequate responders was consistent with a continuum of severity (as opposed to qualitative differences), showing greater language and reading impairment prior to the intervention in students who were inadequate responders. PMID:25308995

Program effectiveness of a Restorative Whole-school Approach for tackling school bullying in Hong Kong.

PubMed

Wong, Dennis S W; Cheng, Christopher H K; Ngan, Raymond M H; Ma, Stephen K

2011-09-01

With bullying in schools high on policy makers' agendas, researchers are looking for effective strategies to tackle its disruptive effects. The present study sets out to address this issue. First, the prevalence of bullying is examined in Hong Kong High Schools, and second, the effectiveness of a Restorative Whole-school Approach (RWsA) in reducing bullying is examined in a quasi-experimental design. The RWsA emphasizes the setting up of restorative goals, clear instructions, team building, and good relationships among students, parents, and teachers. Over the course of 2 years, and across four schools, the effectiveness of this program was observed by comparing an intervention group with a partial intervention group (which did not receive the full treatment) and a control group (which received no treatment whatsoever). The group that received the RWsA treatment exhibited a significant reduction of bullying, higher empathic attitudes, and higher self-esteem in comparison to the partial intervention and the control group.

The impacts of using community health volunteers to coach medication safety behaviors among rural elders with chronic illnesses.

PubMed

Wang, Chi-Jane; Fetzer, Susan J; Yang, Yi-Ching; Wang, Jing-Jy

2013-01-01

It is a challenge for rural health professionals to promote medication safety among older adults taking multiple medications. A volunteer coaching program to promote medication safety among rural elders with chronic illnesses was designed and evaluated. A community-based interventional study randomly assigned 62 rural elders with at least two chronic illnesses to routine care plus volunteer coaching or routine care alone. The volunteer coaching group received a medication safety program, including a coach and reminders by well-trained volunteers, as well as three home visits and five telephone calls over a two-month period. All the subjects received routine medication safety instructions for their chronic illnesses. The program was evaluated using pre- and post-tests of knowledge, attitude and behaviors with regard to medication safety. Results show the volunteer coaching group improved their knowledge of medication safety, but there was no change in attitude after the two-month study period. Moreover, the group demonstrated three improved medication safety behaviors compared to the routine care group. The volunteer coaching program and instructions with pictorial aids can provide a reference for community health professionals who wish to improve the medication safety of chronically ill elders. Copyright © 2013 Mosby, Inc. All rights reserved.

Handrim wheelchair propulsion training effect on overground propulsion using biomechanical real-time visual feedback.

PubMed

Rice, Ian M; Pohlig, Ryan T; Gallagher, Jerri D; Boninger, Michael L

2013-02-01

To compare the effects of 2 manual wheelchair propulsion training programs on handrim kinetics, contact angle, and stroke frequency collected during overground propulsion. Randomized controlled trial comparing handrim kinetics between 3 groups: a control group that received no training, an instruction-only group that reviewed a multimedia presentation, and a feedback group that reviewed the multimedia presentation and real-time visual feedback. Research laboratory. Full-time manual wheelchair users (N=27) with spinal cord injury living in the Pittsburgh area. Propulsion training was given 3 times over 3 weeks, and data were collected at baseline, immediately after training, and at 3 months. Contact angle, stroke frequency, peak resultant force, and peak rate of rise of resultant force. Both feedback and instruction-only groups improved their propulsion biomechanics across all surfaces (carpet, tile, and ramp) at both target and self-selected speeds compared with the control group. While controlling for velocity, both intervention groups showed long-term reductions in the peak rate or rise of resultant force, stroke frequency, and increased contact angle. Long-term wheelchair users in both intervention groups significantly improved many aspects of their propulsion technique immediately after training and 3 months from baseline. Furthermore, training with a low-cost instructional video and slide presentation was an effective training tool alone. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

NASA Astrophysics Data System (ADS)

Wesley, Beth Eddinger; Krockover, Gerald H.; Devito, Alfred

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.

Individualizing Student Instruction Precisely: Effects of Child by Instruction Interactions on First Graders’ Literacy Development

PubMed Central

Connor, Carol McDonald; Piasta, Shayne B.; Fishman, Barry; Glasney, Stephanie; Schatschneider, Christopher; Crowe, Elizabeth; Underwood, Phyllis; Morrison, Frederick J.

2009-01-01

Recent findings demonstrate that the most effective reading instruction may vary with children’s language and literacy skills. These child X instruction interactions imply that individualizing instruction would be a potent strategy for improving students’ literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received (n=461 in 47 classrooms, mean age = 6.7 years), fall, winter and spring, was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of child X instruction interaction effects on literacy outcomes. PMID:19236394

The ability to understand and use conceptual change pedagogy as a function of prior content learning experience

NASA Astrophysics Data System (ADS)

Stofflett, René T.; Stoddart, Trish

This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.

Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education.

PubMed

Peeters, Marieke; de Moor, Jan; Verhoeven, Ludo

2011-01-01

The goal of the present study was to get an overview of the emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy (CP) compared to normally developing peers. The results showed that there were differences between the groups regarding the amount of emergent literacy instruction. While time dedicated to storybook reading and independent picture-book reading was comparable, the children with CP received fewer opportunities to work with educational software and more time was dedicated to rhyming games and singing. For the children with CP, the level of speech, intellectual, and physical impairments were all related to the amount of time in emergent literacy instruction. Additionally, the amount of time reading precursors is trained and the number of specific reading precursors that is trained is all related to skills of emergent literacy. Copyright © 2010 Elsevier Ltd. All rights reserved.

Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.

PubMed

Torgesen, Joseph K; Wagner, Richard K; Rashotte, Carol A; Herron, Jeannine; Lindamood, Patricia

2010-06-01

The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.

Importance of Content and Format of Oral Health Instruction to Low-income Mexican Immigrant Parents: A Qualitative Study.

PubMed

Chang, Corissa P; Barker, Judith C; Hoeft, Kristin S; Guerra, Claudia; Chung, Lisa H; Burke, Nancy J

2018-01-01

This study's purpose was to explore how content and format of children's oral health instruction in the dental clinic is perceived by parents and might affect parents' knowledge and behaviors. Thirty low-income Mexican immigrant parents of children age five years and under were recruited from dental clinics in 2015 to 2016. In-person qualitative interviews in Spanish about their children's and their own experiences of dental care and home oral hygiene practices were conducted, digitally recorded, translated, and transcribed. Data analysis involved iteratively reading text data and developing and refining codes to find common themes. Twenty-five of 30 parents recalled receiving oral hygiene instruction, and 18 recalled receiving nutrition instruction and were included in analyses. The format and effectiveness of instruction varied. More engaging educational approaches were recalled and described in more detail than less engaging educational approaches. As a result of oral hygiene and nutritional instruction, most parents reported changing their oral hygiene home behaviors for their children; half aimed to reduce purchasing sugary foods and drinks. Most parents recalled receiving oral hygiene and nutrition instruction as part of their child's dental visit and reported incorporating the instruction and recommendations they received into their children's home routine.

Community translation of the Math Interactive Learning Experience Program for children with FASD.

PubMed

Kable, Julie A; Taddeo, Elles; Strickland, Dorothy; Coles, Claire D

2015-04-01

The Math Interactive Learning Experience (MILE), a program designed to address academic and behavioral problems found in children with Fetal Alcohol Spectrum Disorders (FASD), was found to be effective in a randomized clinical trials with results that persisted at a 6-month follow-up. The current study evaluated the effectiveness of a community translation, in partnership with several community sites in the metropolitan Atlanta area. A total of 60 participants were randomly assigned to one of the three treatment groups: the MILE program administered at a specialty care center (Center MILE) or in the community (Community MILE), or to parent math instruction only (Parent Instruction). This study evaluated instructor satisfaction with the training program, knowledge related to FASD and the MILE program, adherence to the MILE teaching methodology, participant math outcomes, and parents' satisfaction with their treatment experience. Instructors reported a high degree of satisfaction with the overall training and mean site fidelity ratings were positively correlated with change in math performance. Those in the MILE intervention groups demonstrated more positive gains in math skills than those in the Parent Instruction group but did not differ from each other. Parents in the Parent Instruction group reported less satisfaction with their intervention than those assigned to the Center MILE group but satisfaction ratings did not differ between those in the MILE intervention groups. These results indicate that the community translation and the MILE instructor training program developed as part of this process were well-received and effective in producing positive treatment outcomes. Copyright © 2014 Elsevier Ltd. All rights reserved.

Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing

NASA Astrophysics Data System (ADS)

Koehler, Karen E.

The purpose of this qualitative study was to explore the use of 3-D printed models as an instructional tool in a middle school science classroom for students with visual impairments and compare their use to traditional tactile graphics for aiding conceptual understanding of geoscience concepts. Specifically, this study examined if the students' conceptual understanding of plate tectonics was different when 3-D printed objects were used versus traditional tactile graphics and explored the misconceptions held by students with visual impairments related to plate tectonics and associated geoscience concepts. Interview data was collected one week prior to instruction and one week after instruction and throughout the 3-week instructional period and additional ata sources included student journals, other student documents and audio taped instructional sessions. All students in the middle school classroom received instruction on plate tectonics using the same inquiry-based curriculum but during different time periods of the day. One group of students, the 3D group, had access to 3-D printed models illustrating specific geoscience concepts and the group of students, the TG group, had access to tactile graphics illustrating the same geoscience concepts. The videotaped pre and post interviews were transcribed, analyzed and coded for conceptual understanding using constant comparative analysis and to uncover student misconceptions. All student responses to the interview questions were categorized in terms of conceptual understanding. Analysis of student journals and classroom talk served to uncover student mental models and misconceptions about plate tectonics and associated geoscience concepts to measure conceptual understanding. A slight majority of the conceptual understanding before instruction was categorized as no understanding or alternative understanding and after instruction the larger majority of conceptual understanding was categorized as scientific or scientific with fragments. Most of the participants in the study increased their scientific understandings of plate tectonics and other geoscience concepts and held more scientific understandings after instruction than before instruction. All students had misconceptions before the instructional period began, but the number of misconceptions were fewer after the instructional period. Students in the TG group not only had fewer misconceptions than the 3D group before instruction, but also after instruction. Many of the student misconceptions were similar to those held by students with typical vision; however, some were unique to students with visual impairments. One unique aspect of this study was the examination of student mental models, which had not previously been done with students with visual impairments, but is more commonplace in research on students with typical vision. Student mental models were often descriptive rather than explanatory, often incorporating scientific language, but not clearly showing that the student had a complete grasp of the concept. Consistent with prior research, the use of 3-D printed models instead of tactile graphics seemed to make little difference either positively or negatively on student conceptual understanding; however, the participants did interact with the 3-D printed models differently, sometimes gleaning additional information from them. This study also provides additional support for inquiry-based instruction as an effective means of science instruction for students with visual impairments.

The Effect of Thinking Maps on Fifth Grade Science Achievement

NASA Astrophysics Data System (ADS)

Hudson, Darlene

Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

Morphological awareness intervention with kindergartners and first and second grade students from low SES homes: a small efficacy study.

PubMed

Apel, Kenn; Diehm, Emily

2014-01-01

We investigated the efficacy of a morphological awareness intervention on the morphological awareness and reading skills of students from low-socioeconomic-status homes; we also examined whether the intervention was similarly effective for intervention students who differed in their initial morphological awareness abilities. The 8-week intervention was designed to increase awareness of affixes and the relations between base words and their inflected and derived forms for kindergarteners (n = 27) and first- (n = 22) and second-grade (n = 26) students. Students randomly assigned to the small group intervention were provided instruction four times a week, 25 min a day, whereas students assigned to the control group received "business as usual." Kindergarten and first- and second-grade students receiving the intervention showed statistically significant gains in morphological awareness with large effect sizes on most measures. Students in all three grades who received the intervention demonstrated nonsignificant gains in literacy abilities with null to small effect sizes. Further, students with low morphological awareness abilities at the onset of the study demonstrated similar gains from the intervention as their peers with typical morphological awareness abilities. Our results suggest that explicit morphological awareness instruction may produce gains of practical importance to young elementary students at risk for future literacy difficulties.

The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities.

PubMed

Tournaki, Nelly

2003-01-01

Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = _). Students received instruction via (a) a minimum addend strategy, (b) drill and practice, or (c) control. The effectiveness of the two methods was measured through students' accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 =_). Students with LD improved significantly only in the strategy condition, as compared to drill-and-practice and control conditions, whereas general education students improved significantly both in the strategy and the drill-and-practice conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the strategy condition, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teachers' differential choices of methods of instruction for students with different learning characteristics are discussed.

48 CFR 1846.672-7 - Receiving instructions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Receiving instructions. 1846.672-7 Section 1846.672-7 Federal Acquisition Regulations System NATIONAL AERONAUTICS AND SPACE ADMINISTRATION CONTRACT MANAGEMENT QUALITY ASSURANCE Material Inspection and Receiving Reports 1846.672-7...

Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?

ERIC Educational Resources Information Center

Gonczi, Amanda L.; Maeng, Jennifer L.; Bell, Randy L.; Whitworth, Brooke A.

2016-01-01

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics.…

Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States

ERIC Educational Resources Information Center

Ruppel, Margie; Fry, Sara Winstead; Bentahar, Adil

2016-01-01

Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control…

Training EFL Learners in Self-Regulation of Reading: Implementing an SRL Model

ERIC Educational Resources Information Center

Morshedian, Mahboobeh; Hemmati, Fatemeh; Sotoudehnama, Elaheh

2017-01-01

This study examined whether training English as a foreign language (EFL) learners in a self-regulated learning (SRL) model could help them develop the ability to self-regulate their reading in English and whether their proficiency level could moderate the efficacy of self-regulation training. Two experimental groups received instruction in…

Phoneme Awareness, Vocabulary and Word Decoding in Monolingual and Bilingual Dutch Children

ERIC Educational Resources Information Center

Janssen, Marije; Bosman, Anna M. T.; Leseman, Paul P. M.

2013-01-01

The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme-awareness tasks compared with monolingual Dutch-speaking children. Language performance of a group of 47 immigrant first-grade children with various…

The Socratic Method in the Introductory PR Course: An Alternative Pedagogy.

ERIC Educational Resources Information Center

Parkinson, Michael G.; Ekachai, Daradirek

2002-01-01

Presents the results of a study comparing student reactions to and perceptions of learning in introductory public relations courses using a traditional lecture format and a Socratic approach. Finds significant differences in the two groups showing that students who received the Socratic instruction reported more opportunities in practicing their…

Efficacy of an Evidence-Based Literacy Preparation Program for Young Children Beginning School

ERIC Educational Resources Information Center

Wheldall, Robyn; Glenn, Katharine; Arakelian, Sarah; Madelaine, Alison; Reynolds, Meree; Wheldall, Kevin

2016-01-01

This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, "PreLit", designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in…

Lines of Force: Faraday's and Students' Views.

ERIC Educational Resources Information Center

Pocovi, M. Cecilia; Finley, Fred

2002-01-01

Analyzes how electric and magnetic lines of force were conceived by Faraday and how they are understood by a group of Argentine university students after receiving instruction. Results show that many students possess ideas similar to those of Faraday in that lines of force are conceived as real physical entities responsible for the transmission of…

Effect of discharge instructions on readmission of hospitalised patients with heart failure: do all of the Joint Commission on Accreditation of Healthcare Organizations heart failure core measures reflect better care?

PubMed Central

VanSuch, Monica; Naessens, James M; Stroebel, Robert J; Huddleston, Jeanne M; Williams, Arthur R

2006-01-01

Background Most nationally standardised quality measures use widely accepted evidence‐based processes as their foundation, but the discharge instruction component of the United States standards of Joint Commission on Accreditation of Healthcare Organizations heart failure core measure appears to be based on expert opinion alone. Objective To determine whether documentation of compliance with any or all of the six required discharge instructions is correlated with readmissions to hospital or mortality. Research design A retrospective study at a single tertiary care hospital was conducted on randomly sampled patients hospitalised for heart failure from July 2002 to September 2003. Participants Applying the Joint Commission on Accreditation of Healthcare Organizations criteria, 782 of 1121 patients were found eligible to receive discharge instructions. Eligibility was determined by age, principal diagnosis codes and discharge status codes. Measures The primary outcome measures are time to death and time to readmission for heart failure or readmission for any cause and time to death. Results In all, 68% of patients received all instructions, whereas 6% received no instructions. Patients who received all instructions were significantly less likely to be readmitted for any cause (p = 0.003) and for heart failure (p = 0.035) than those who missed at least one type of instruction. Documentation of discharge instructions is correlated with reduced readmission rates. However, there was no association between documentation of discharge instructions and mortality (p = 0.521). Conclusions Including discharge instructions among other evidence‐based heart failure core measures appears justified. PMID:17142589

An Evaluation of the Impact of Goal Setting and Cell Phone Calls on Juvenile Rearrests.

PubMed

Bahr, Stephen J; Cherrington, David J; Erickson, Lance D

2016-12-01

Using a sample of 256 juvenile offenders who were randomly assigned to treatment or control groups, this study evaluates a cognitive-behavioral program that combines cognitive training, goal setting, and a phone-coach follow-up. The training involved six classroom sessions where participants received instruction and help in creating individualized goals. After attending the classes, participants received automated phone calls twice a day for up to a year. During the year following the program, the treatment and control groups were not significantly different in whether or not they were rearrested or in total rearrests. However, the total number of calls received had a significant negative association with whether or not they were rearrested for a felony and with the total number of felony rearrests.

Just-in-Time to Save Lives: A Pilot Study of Layperson Tourniquet Application.

PubMed

Goolsby, Craig; Branting, Andrew; Chen, Elizabeth; Mack, Erin; Olsen, Cara

2015-09-01

The objective was to determine whether just-in-time (JiT) instructions increase successful tourniquet application by laypersons. This was a randomized pilot study conducted in August 2014. The study occurred at the Uniformed Services University campus in Bethesda, Maryland. A total of 194 volunteers without prior military service or medical training completed the study. The participant stood in front of a waist-down mannequin that had an exposed leg. An observer read a scenario card aloud that described a mass casualty event. The observer then asked the participant to apply a Combat Application Tourniquet (C-A-T) to the mannequin. Test participants received a 4 × 6-inch card, with JiT instructions, in addition to their C-A-T; controls received no instructions. Participants were randomized in a 3:1 ratio of instructions to no instructions. The study's primary outcome was the proportion of successfully applied tourniquets by participants receiving JiT instructions compared to participants not receiving instructions. Secondary outcomes included the time for successful tourniquet placement, reasons for failed tourniquet application, and participants' self-reported willingness and comfort using tourniquets in real-life settings. Just-in-time instructions more than doubled successful tourniquet placement. Participants supplied with JiT instructions placed a tourniquet successfully 44.14% of the time, compared to 20.41% of the time for controls without instructions (risk ratio = 2.16; 95% confidence interval = 1.21 to 3.87; p = 0.003). Just-in-time instructions increase laypeople's successful application of C-A-T. This pilot study provides evidence that JiT instructions may assist the lay public in providing effective point-of-injury hemorrhage control. Published 2015. This article is a U.S. Government work and is in the public domain in the USA.

Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.

PubMed

Sibbald, Matt; McKinney, James; Cavalcanti, Rodrigo B; Yu, Eric; Wood, David A; Nair, Parvathy; Eva, Kevin W; Hatala, Rose

2013-08-01

Use of dual-processing has been widely touted as a strategy to reduce diagnostic error in clinical medicine. However, this strategy has not been tested among medical trainees with complex diagnostic problems. We sought to determine whether dual-processing instruction could reduce diagnostic error across a spectrum of experience with trainees undertaking cardiac physical exam. Three experiments were conducted using a similar design to teach cardiac physical exam using a cardiopulmonary simulator. One experiment was conducted in each of three groups: experienced, intermediate and novice trainees. In all three experiments, participants were randomized to receive undirected or dual-processing verbal instruction during teaching, practice and testing phases. When tested, dual-processing instruction did not change the probability assigned to the correct diagnosis in any of the three experiments. Among intermediates, there was an apparent interaction between the diagnosis tested and the effect of dual-processing instruction. Among relative novices, dual processing instruction may have dampened the harmful effect of a bias away from the correct diagnosis. Further work is needed to define the role of dual-processing instruction to reduce cognitive error. This study suggests that it cannot be blindly applied to complex diagnostic problems such as cardiac physical exam.

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

NASA Astrophysics Data System (ADS)

Larson, Susan C.

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

Cell phone cardiopulmonary resuscitation: audio instructions when needed by lay rescuers: a randomized, controlled trial.

PubMed

Merchant, Raina M; Abella, Benjamin S; Abotsi, Edem J; Smith, Thomas M; Long, Judith A; Trudeau, Martha E; Leary, Marion; Groeneveld, Peter W; Becker, Lance B; Asch, David A

2010-06-01

Given the ubiquitous presence of cellular telephones, we seek to evaluate the extent to which prerecorded audio cardiopulmonary resuscitation (CPR) instructions delivered by a cell telephone will improve the quality of CPR provided by untrained and trained lay rescuers. We randomly assigned both previously CPR trained and untrained volunteers to perform CPR on a manikin for 3 minutes with or without audio assistance from a cell telephone programmed to provide CPR instructions. We measured CPR quality metrics-pauses (ie, no flow time), compression rate (minute), depth (millimeters), and hand placement (percentage correct)-across the 4 groups defined by being either CPR trained or untrained and receiving or not receiving cell telephone CPR instructions. There was no difference in CPR measures for participants who had or had not received previous CPR training. Participants using the cell telephone aid performed better compression rate (100/minute [95% confidence interval (CI) 97 to 103/minute] versus 44/minute [95% CI 38 to 50/minute]), compression depth (41 mm [95% CI 38 to 44 mm] versus 31 mm [95% CI 28 to 34 mm]), hand placement (97% [95% CI 94% to 100%] versus 75% [95% CI 68% to 83%] correct), and fewer pauses (74 seconds [95% CI 72 to 76 seconds] versus 89 seconds [95% CI 80 to 98 seconds]) compared with participants without the cell telephone aid. A simple audio program that can be made available for cell telephones increases the quality of bystander CPR in a manikin simulation. Copyright (c) 2009 American College of Emergency Physicians. Published by Mosby, Inc. All rights reserved.

Longitudinal Effects of Group Music Instruction on Literacy Skills in Low-Income Children

PubMed Central

Slater, Jessica; Strait, Dana L.; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina

2014-01-01

Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6–9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development. PMID:25409300

Do humorous preoperative teaching strategies work?

PubMed

Schrecengost, A

2001-11-01

Incorporating humor into preoperative teaching may improve patients' ability to recall pertinent instruction. This article describes a study in which an experimental, two-group, pretest/posttest design was used to determine whether there was a significant difference in the amount of knowledge patients recalled after receiving a teaching booklet either with (i.e., experimental) or without (i.e., control) humor. The sample included 50 patients undergoing open-heart surgery. Results indicate that there was no significant difference (F1, 48 = .07, P > .05) between the groups in the amount of knowledge gained related to postoperative pulmonary exercises. Both groups, however, had a statistically significant increase in the amount of knowledge gained from pretest to posttest (F1, 48 = 39.16, P < .05). Before humorous teaching strategies can be recommended for use in preoperative teaching, further research about the relationship between preoperative instruction, humor, and knowledge retention is necessary.

Store-operate-coherence-on-value

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

Chen, Dong; Heidelberger, Philip; Kumar, Sameer

A system, method and computer program product for performing various store-operate instructions in a parallel computing environment that includes a plurality of processors and at least one cache memory device. A queue in the system receives, from a processor, a store-operate instruction that specifies under which condition a cache coherence operation is to be invoked. A hardware unit in the system runs the received store-operate instruction. The hardware unit evaluates whether a result of the running the received store-operate instruction satisfies the condition. The hardware unit invokes a cache coherence operation on a cache memory address associated with the receivedmore » store-operate instruction if the result satisfies the condition. Otherwise, the hardware unit does not invoke the cache coherence operation on the cache memory device.« less

The nature of instructional effects in color constancy.

PubMed

Radonjić, Ana; Brainard, David H

2016-06-01

The instructions subjects receive can have a large effect on experimentally measured color constancy, but the nature of these effects and how their existence should inform our understanding of color perception remains unclear. We used a factorial design to measure how instructional effects on constancy vary with experimental task and stimulus set. In each of 2 experiments, we employed both a classic adjustment-based asymmetric matching task and a novel color selection task. Four groups of naive subjects were instructed to make adjustments/selections based on (a) color (neutral instructions); (b) the light reaching the eye (physical spectrum instructions); (c) the actual surface reflectance of an object (objective reflectance instructions); or (d) the apparent surface reflectance of an object (apparent reflectance instructions). Across the 2 experiments we varied the naturalness of the stimuli. We find clear interactions between instructions, task, and stimuli. With simplified stimuli (Experiment 1), instructional effects were large and the data revealed 2 instruction-dependent patterns. In 1 (neutral and physical spectrum instructions) constancy was low, intersubject variability was also low, and adjustment-based and selection-based constancy were in agreement. In the other (reflectance instructions) constancy was high, intersubject variability was large, adjustment-based constancy deviated from selection-based constancy and for some subjects selection-based constancy increased across sessions. Similar patterns held for naturalistic stimuli (Experiment 2), although instructional effects were smaller. We interpret these 2 patterns as signatures of distinct task strategies-1 is perceptual, with judgments based primarily on the perceptual representation of color; the other involves explicit instruction-driven reasoning. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The use of real-time ultrasound imaging for biofeedback of lumbar multifidus muscle contraction in healthy subjects.

PubMed

Van, Khai; Hides, Julie A; Richardson, Carolyn A

2006-12-01

Randomized controlled trial. To determine if the provision of visual biofeedback using real-time ultrasound imaging enhances the ability to activate the multifidus muscle. Increasingly clinicians are using real-time ultrasound as a form of biofeedback when re-educating muscle activation. The effectiveness of this form of biofeedback for the multifidus muscle has not been reported. Healthy subjects were randomly divided into groups that received different forms of biofeedback. All subjects received clinical instruction on how to activate the multifidus muscle isometrically prior to testing and verbal feedback regarding the amount of multifidus contraction, which occurred during 10 repetitions (acquisition phase). In addition, 1 group received visual biofeedback (watched the multifidus muscle contract) using real-time ultrasound imaging. All subjects were reassessed a week later (retention phase). Subjects from both groups improved their voluntary contraction of the multifidus muscle in the acquisition phase (P<.001) and the ability to recruit the multifidus muscle differed between groups (P<.05), with subjects in the group that received visual ultrasound biofeedback achieving greater improvements. In addition, the group that received visual ultrasound biofeedback retained their improvement in performance from week 1 to week 2 (P>.90), whereas the performance of the other group decreased (P<.05). Real-time ultrasound imaging can be used to provide visual biofeedback and improve performance and retention in the ability to activate the multifidus muscle in healthy subjects.

Use of electronic group method in assessing food safety training needs and delivery methods among international college students in the U.S.

PubMed

Garden-Robinson, Julie; Eighmy, Myron A; Lyonga, Agnes Ngale

2010-12-01

The purpose of this study was to determine the types of unfamiliar foods international students in the U.S. encounter and to assess food safety information that international students would like to receive for mitigating risks associated with handling and preparing unfamiliar foods. The study identified preferred instructional delivery methods and media for receiving food safety training or information. An electronic group method was used for this study. The electronic group method was chosen to maximize group efficiency by allowing participants to share ideas simultaneously and anonymously with minimal use of time and resources.Types of different (unfamiliar) foods were grouped into major categories. Fast and ready-to-eat foods, and processed and frozen foods constituted a major change for some international students, who were accustomed to homemade and fresh foods in their countries. Participants were interested in receiving information about how to safely handle and prepare unfamiliar foods in their new environment. Preferred methods for receiving food safety information included written materials, online publications, presentations, and materials provided during student orientation. Food packages, websites, and television programs were other preferred methods of receiving food safety information. Copyright © 2010 Elsevier Ltd. All rights reserved.

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

PubMed

Zinski, Anne; Blackwell, Kristina T C Panizzi Woodley; Belue, F Mike; Brooks, William S

2017-09-22

To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods.  Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods. Among participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ 2 (1, N=120) =16.33, p<0.0001) and patient presentation higher (χ 2 (1, N=120) =3.75, p=0.05) than first-year students. While clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.

The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill.

PubMed

Eiriksdottir, Elsa; Catrambone, Richard

2015-12-01

Domain principles provided in task instructions are assumed to help performance as learners can later apply this knowledge when faced with new tasks. The goal of the research was to investigate whether the timing of the exposure to principles-studying the principles before or while completing training tasks-and the specificity in the accompanying step-by-step procedural instructions would influence learning to troubleshoot a simulated electrical circuit. The results of a pilot study suggested that timing of principle exposure and specificity might interact. This was investigated by comparing the performance of 4 groups of participants (n = 24) who received either general or detailed procedural instructions and were either exposed to the principles before or during the training. The results showed that studying the principles before training benefited test task performance when the procedural instructions were detailed but not when they were general. The results also showed that using general procedural instructions benefited test task performance while using detailed procedural instructions benefited training task performance. Overall the results reveal how the learning situation as a whole must be considered when determining the efficacy of instructional materials, and how conditions can be created where principles enhance learning. (c) 2015 APA, all rights reserved).

The Effect of Group Discussion-based Education on Self-management of Adults with Type 2 Diabetes Mellitus Compared with Usual Care: A Randomized Control Trial.

PubMed

Habibzadeh, Hosein; Sofiani, Akbar; Alilu, Leyla; Gillespie, Mark

2017-11-01

We sought to determine the effect of group discussion-based education on the self-management capability of patients with type 2 diabetes in Iran. This randomized control trial was conducted on 90 patients with type 2 diabetes. Participants were allocated randomly into one of two groups; intervention and control. The intervention group received the group discussion-based education while the control group received routine care only. The Lin's self-management questionnaire was completed at baseline and three months post-intervention. Statistical analysis, including the use of independent t -test, identified that in comparison to the control group, significant increases were observed in the scores of self-organization ( t =11.24, p < 0.001), self-adjustment ( t = 7.53, p < 0.001), interaction with health experts ( t = 7.31, p < 0.001), blood sugar self-monitoring ( t = 6.42, p < 0.001), adherence to the proposed diet ( t = 5.22, p < 0.001), and total self-management ( t = 10.82, p < 0.001) in the intervention group. Sharing experiences through group discussions and receiving instructive feedback can improve the ability to self-manage diabetes.

The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial.

PubMed

Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-01-01

Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation training of mastoidectomy. Eighteen novice medical students received 1 h of self-directed virtual reality simulation training of the mastoidectomy procedure randomized for standard instructions (control) or cognitive load theory-based instructions with a worked example followed by a problem completion exercise (intervention). Participants then completed two post-training virtual procedures for assessment and comparison. Cognitive load during the post-training procedures was estimated by reaction time testing on an integrated secondary task. Final-product analysis by two blinded expert raters was used to assess the virtual mastoidectomy performances. Participants in the intervention group had a significantly increased cognitive load during the post-training procedures compared with the control group (52 vs. 41 %, p  = 0.02). This was also reflected in the final-product performance: the intervention group had a significantly lower final-product score than the control group (13.0 vs. 15.4, p  < 0.005). Initial instruction using worked examples followed by a problem completion exercise did not reduce the cognitive load or improve the performance of the following procedures in novices. Increased cognitive load when part tasks needed to be integrated in the post-training procedures could be a possible explanation for this. Other instructional designs and methods are needed to lower the cognitive load and improve the performance in virtual reality surgical simulation training of novices.

Using low-cost Android tablets and instructional videos to teach clinical skills to medical students in Kenya: a prospective study

PubMed Central

Ahn, Roy; Nelson, Brett D; Kagan, Calvin; Burke, Thomas F

2016-01-01

Objectives To assess the feasibility and impact of using a low-cost Android tablet to deliver clinical skills training to third-year medical students in Kenya. Design A prospective study using a low cost tablet called ‘connecTAB’, which was designed and manufactured specifically for areas with low bandwidth. Instructional video tutorials demonstrating techniques of cardiovascular and abdominal clinical examinations were pre-loaded onto the tablet. Setting Maseno University School of Medicine, Western Kenya. Participants Fifty-one third-year medical students from Maseno University School of Medicine were subjects in the study. Twenty-five students were assigned to the intervention group and 26 to the control group. Main outcome measures At the start of the study, students from both groups completed an Observed Structured Clinical Examination (OSCE) of the cardiovascular and abdominal evaluations. Students who were allocated to the intervention group then received the connecTAB, whereas students in the control group did not. After a period of three weeks, students from both groups completed a post-study OSCE for both the cardiovascular and abdominal evaluations. Results There were significantly higher improvements in the scores for both cardiovascular and abdominal examinations (p < 0.001) within the group who received the e-tablets as compared to the control group. Conclusion The study suggests that access to connecTAB improves clinical education and efficacy and holds promise for international training in both medical and allied healthcare professional spheres in resource-limited settings. PMID:27540487

Teaching for conceptual change: An intervention to promote deeper understanding of diffusion and osmosis

NASA Astrophysics Data System (ADS)

Berg, Cheryl

Emergent processes are distinguished from non-emergent processes on the basis of the qualitative relationships among the agents' interactions and the causal relationships between the agents' interactions and the pattern. Research suggests students often have robust misconceptions about emergent processes (such as diffusion) because they do not have the mental model to interpret these processes This study investigates the extent to which a domain-general understanding of emergent processes can help provide students with an enhanced understanding of diffusion and osmosis This is a quasi-experimental study using non-equivalent groups design to compare the treatment and control groups. Sixty-six community college students enrolled in an introductory biology course comprised the participants. Students' prior knowledge about emergent processes, diffusion, and osmosis were assessed by pre-tests. The treatment group received the intervention -- an instructional module about the differences between scientific processes that are emergent versus processes that are non-emergent. The control group did not receive the intervention but received the process assessment to determine incoming knowledge about scientific processes and any gains in knowledge about scientific processes. Both groups received the same specific content instruction about diffusion and osmosis, which was derived from the regular and established curriculum for the course. Both groups were given post-tests to assess whether they learned the concepts, and whether they were able to achieve a deep understanding that resulted in a comprehension of the transport of substances across cell membranes and how that might be applied in particular health-related situations. Data were analyzed using t-tests and analysis of variance. No statistically significant differences were found between the two groups based on the learning measures Limitations include sample restrictions and not taking into account individual ability levels of the participants. In addition, the short length of this intervention may not provide adequate time for students to successfully acquire the schema to understand conceptually difficult science concepts such as diffusion and osmosis. Future directions of research include expanding the sample size and length of exposure to the intervention, in addition to examining the individual ability levels of the participants.

Using History of Science to Teach Nature of Science to Elementary Students

ERIC Educational Resources Information Center

Fouad, Khadija E.; Masters, Heidi; Akerson, Valarie L.

2015-01-01

Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science (NOS) instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and…

A Study of Readers Theater in Eighth Grade: Issues of Fluency, Comprehension, and Vocabulary

ERIC Educational Resources Information Center

Keehn, Susan; Harmon, Janis; Shoho, Alan

2008-01-01

This study investigated the impact of Readers Theater on eighth-grade students, the majority of whom were reading below grade level. Over six weeks of a short story unit, one class participated in Readers Theater. The comparison group of like-ability students received more traditional literary and vocabulary instruction. Quantitative measures…

The Role of Metacognition in the Development of EFL Learners' Listening Skill

ERIC Educational Resources Information Center

Bozorgian, Hossein

2014-01-01

This study investigated the impact of metacognitive instruction on the listening skill, and metacognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran. The study participants spoke Persian as a first language and were high-intermediate EFL learners. The participants received a guided…

Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

ERIC Educational Resources Information Center

Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish

2014-01-01

In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided…

Academia Cuauhtli and the Eagle: "Danza Mexica" and the Epistemology of the Circle

ERIC Educational Resources Information Center

Valenzuela, Angela; Zamora, Emilio; Rubio, Brenda

2015-01-01

English learners are best supported when they receive culturally relevant content-area instruction in their first language. Numerous studies (e.g., Lindholm-Leary 2001) support this approach, and bilingual and dual language teachers in the community of Austin, Texas, have called for curricular resources. In response, a group of researchers,…

Dietary Changes by Expanded Food and Nutrition Education Program (EFNEP) Graduates Are Independent of Program Delivery Method.

ERIC Educational Resources Information Center

Luccia, Barbara H. D.; Kunkel, Mary E.; Cason, Katherine L.

2003-01-01

Expanded Food and Nutrition Education Program graduates (n=1,141) who received either individual (21.3%), group (76.2%), or combined (2.5%) instruction were assessed. Independent of method, participants significantly improved the number of servings consumed from grains, vegetables, dairy, and meat and meat alternatives; total calories consumed;…

The Effects of Digital Storytelling on Student Achievement, Social Presence, and Attitude in Online Collaborative Learning Environments

ERIC Educational Resources Information Center

Nam, Chang Woo

2017-01-01

This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The "digital…

An Investigation of the Equipercentile Assumption and the One-Group Pre/Post Design.

ERIC Educational Resources Information Center

Powell, George D.; Raffeld, Paul C.

The equipercentile assumption states that students in traditional classrooms who receive no other instructional assistance, will maintain their relative rank order over time. To test this assumption, fall to fall test results on the SRA Achievement Tests were obtained for grades 2-3, and 6-7. Total reading and total mathematics growth scale values…

Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

NASA Astrophysics Data System (ADS)

Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish

2014-08-01

In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group ( n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers ( n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.

Using Ultrasound to Enhance Medical Students' Femoral Vascular Physical Examination Skills.

PubMed

Ahn, Justin S; French, Andrew J; Thiessen, Molly E W; Browne, Vaughn; Deutchman, Mark; Guiton, Gretchen; Madigosky, Wendy; Kendall, John L

2015-10-01

To determine whether the addition of ultrasound to traditional physical examination instruction improves junior medical students' abilities to locate the femoral pulse. Initially, 150 second-year medical students were taught the femoral pulse examination using traditional bedside teaching on standardized patients and online didactic videos. Students were then randomized into 2 groups: group 1 received ultrasound training first and then completed the standardized examination; and group 2 performed the standardized examination first and then received ultrasound training. On the standardized patients, the femoral artery was marked with invisible ink before the sessions using ultrasound. Compared to these markers, students were then evaluated on the accuracy of femoral artery pulse palpation and the estimated location of the femoral vein. All students completed a self-assessment survey after the ultrasound sessions. Ultrasound training improved the students' ability to palpate the femoral pulse (P= .02). However, ultrasound did not facilitate correct estimation of the femoral vein's anatomic location (P = .09). Confidence levels in localizing the femoral artery and vein were equal between groups at baseline, and both increased after the ultrasound sessions. The addition of ultrasound teaching to traditional physical examination instruction enhanced medical student competency and confidence with the femoral vascular examination. However, understanding of anatomy may require emphasis on precourse didactic material, but further study is required. © 2015 by the American Institute of Ultrasound in Medicine.

Enhancing voluntary imitation through attention and motor imagery.

PubMed

Bek, Judith; Poliakoff, Ellen; Marshall, Hannah; Trueman, Sophie; Gowen, Emma

2016-07-01

Action observation activates brain areas involved in performing the same action and has been shown to increase motor learning, with potential implications for neurorehabilitation. Recent work indicates that the effects of action observation on movement can be increased by motor imagery or by directing attention to observed actions. In voluntary imitation, activation of the motor system during action observation is already increased. We therefore explored whether imitation could be further enhanced by imagery or attention. Healthy participants observed and then immediately imitated videos of human hand movement sequences, while movement kinematics were recorded. Two blocks of trials were completed, and after the first block participants were instructed to imagine performing the observed movement (Imagery group, N = 18) or attend closely to the characteristics of the movement (Attention group, N = 15), or received no further instructions (Control group, N = 17). Kinematics of the imitated movements were modulated by instructions, with both Imagery and Attention groups being closer in duration, peak velocity and amplitude to the observed model compared with controls. These findings show that both attention and motor imagery can increase the accuracy of imitation and have implications for motor learning and rehabilitation. Future work is required to understand the mechanisms by which these two strategies influence imitation accuracy.

Tutor versus computer: a prospective comparison of interactive tutorial and computer-assisted instruction in radiology education.

PubMed

Lieberman, Gillian; Abramson, Richard; Volkan, Kevin; McArdle, Patricia J

2002-01-01

This study compared the educational effectiveness of an interactive tutorial with that of interactive computer-assisted instruction (CAI) and determined the effects of personal preference, learning style, and level of training. Fifty-four medical students and four radiology residents were prospectively, randomly assigned to receive instruction from different sections of an interactive tutorial and an interactive CAI module. Participants took tests of factual knowledge at the beginning and end of the instruction and a test of visual diagnosis at the end. They completed questionnaires to evaluate their preferred learning styles objectively and to elicit their subjective attitudes toward the two formats. Mean test scores of the tutorial and CAI groups were compared by means of analysis of covariance and two-tailed repeated-measures F test. Both the tutorial and CAI groups demonstrated significant improvement in posttest scores (P < .01 and P < .01, respectively) with the tutorial group's mean posttest score marginally but significantly higher (32.84 vs 28.13, P < .001). There were no significant interaction effects with participants' year of training (P = .845), objectively evaluated preferred learning style (P = .312), subjectively elicited attitude toward learning with CAI (P = .703), or visual diagnosis score (tutorial, 7.61; CD-ROM, 7.75; P = .79). Interactive tutorial and optimal CAI are both effective instructional formats. The tutorial was marginally but significantly more effective at teaching factual knowledge, an effect unrelated to students' year of training, learning style, or stated enjoyment of CAI. The superiority of the tutorial is expected to increase when it is compared with commercially expedient CAI modules.

Performance evaluation of nursing students following competency-based education.

PubMed

Fan, Jun-Yu; Wang, Yu Hsin; Chao, Li Fen; Jane, Sui-Whi; Hsu, Li-Ling

2015-01-01

Competency-based education is known to improve the match between educational performance and employment opportunities. This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. The study used a quasi-experimental design. A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment. Copyright © 2014 Elsevier Ltd. All rights reserved.

Lifestyle Change Plus Dental Care (LCDC) program improves knowledge, attitude, and practice (KAP) toward oral health and diabetes mellitus among the elderly with type 2 diabetes.

PubMed

Saengtipbovorn, Saruta; Taneepanichskul, Surasak

2015-03-01

Currently, there is an increased prevalence of diabetes mellitus among the elderly. Chronic inflammation from diabetes mellitus effects glycemic control and increases risk of diabetes complications. To assess the effectiveness of a Lifestyle Change plus Dental Care (LCDC) program by improved knowledge, attitude, and practice (KAP) toward oral health and diabetes mellitus among the elderly with type 2 diabetes. A quasi-experimental study was conducted in two Health Centers (HC 54 intervention and HC 59 control) between October 2013 and April 2014. Sixty-six diabetic patients per health center were recruited. At baseline, the intervention group attended a 20-minute lifestyle and oral health education program, individual lifestyle counseling using motivational interviewing, application of self-regulation manual, and individual oral hygiene instruction. At 3-month follow-up, the intervention group received individual lifestyle counseling and oral hygiene instruction. The intervention group received booster education every visit by viewing a 15-minute educational video. The control group received the routine program. Participants were assessed at baseline, 3-month, and 6-month follow-up for knowledge, attitude, and practice (KAP) toward oral health and diabetes mellitus. Data was analyzed by using descriptive statistic, Chi-square test, Fisher's exact test, and repeated measure ANOVA. After the 6-month follow-up, repeated measure ANOVA analysis showed that participants in the intervention group had significantly higher knowledge and attitude toward oral health and diabetes mellitus. The participants in the intervention group were more likely to exercise, modify diet, have foot examinations, always wear covered shoes, participate in self-feet screening, use dental floss, and use inter-proximal brush than the control group with statistically significant differences. The combination of lifestyle change and dental care in one program improved knowledge, attitude, andpractice (KAP) toward oral health and diabetes mellitus in the elderly with type 2 diabetes. Trial registration: ClinicalTrials.in.th: TCTR20140602001.

Applying multimedia design principles enhances learning in medical education.

PubMed

Issa, Nabil; Schuller, Mary; Santacaterina, Susan; Shapiro, Michael; Wang, Edward; Mayer, Richard E; DaRosa, Debra A

2011-08-01

The Association of American Medical Colleges' Institute for Improving Medical Education's report entitled 'Effective Use of Educational Technology' called on researchers to study the effectiveness of multimedia design principles. These principles were empirically shown to result in superior learning when used with college students in laboratory studies, but have not been studied with undergraduate medical students as participants. A pre-test/post-test control group design was used, in which the traditional-learning group received a lecture on shock using traditionally designed slides and the modified-design group received the same lecture using slides modified in accord with Mayer's principles of multimedia design. Participants included Year 3 medical students at a private, midwestern medical school progressing through their surgery clerkship during the academic year 2009-2010. The medical school divides students into four groups; each group attends the surgery clerkship during one of the four quarters of the academic year. Students in the second and third quarters served as the modified-design group (n=91) and students in the fourth-quarter clerkship served as the traditional-design group (n=39). Both student cohorts had similar levels of pre-lecture knowledge. Both groups showed significant improvements in retention (p<0.0001), transfer (p<0.05) and total scores (p<0.0001) between the pre- and post-tests. Repeated-measures anova analysis showed statistically significant greater improvements in retention (F=10.2, p=0.0016) and total scores (F=7.13, p=0.0081) for those students instructed using principles of multimedia design compared with those instructed using the traditional design. Multimedia design principles are easy to implement and result in improved short-term retention among medical students, but empirical research is still needed to determine how these principles affect transfer of learning. Further research on applying the principles of multimedia design to medical education is needed to verify the impact it has on the long-term learning of medical students, as well as its impact on other forms of multimedia instructional programmes used in the education of medical students. © Blackwell Publishing Ltd 2011.

In-group biases and oculomotor responses: beyond simple approach motivation.

PubMed

Moradi, Zahra Zargol; Manohar, Sanjay; Duta, Mihaela; Enock, Florence; Humphreys, Glyn W

2018-05-01

An in-group bias describes an individual's bias towards a group that they belong to. Previous studies suggest that in-group bias facilitates approach motor responses, but disrupts avoidance ones. Such motor biases are shown to be more robust when the out-group is threatening. We investigated whether, under controlled visual familiarity and complexity, in-group biases still promote pro-saccade and hinder anti-saccades oculomotor responses. Participants first learned to associate an in-group or out-group label with an arbitrary shape. They were then instructed to listen to the group-relevant auditory cue (name of own and a rival university) followed by one of the shapes. Half of the participants were instructed to look towards the visual target if it matched the preceding group-relevant auditory cue and to look away from it if it did not match. The other half of the participants received reversed instructions. This design allowed us to orthogonally manipulate the effect of in-group bias and cognitive control demand on oculomotor responses. Both pro- and anti-saccades were faster and more accurate following the in-group auditory cue. Independently, pro-saccades were performed better than anti-saccades, and match judgements were faster and more accurate than non-match judgements. Our findings indicate that under higher cognitive control demands individuals' oculomotor responses improved following the motivationally salient cue (in-group). Our findings have important implications for learning and cognitive control in a social context. As we included rival groups, our results might to some extent reflect the effects of out-group threat. Future studies could extend our findings using non-threatening out-groups instead.

When Theater Comes to Engineering Design: Oh How Creative They Can Be.

PubMed

Pfeiffer, Ferris M; Bauer, Rachel E; Borgelt, Steve; Burgoyne, Suzanne; Grant, Sheila; Hunt, Heather K; Pardoe, Jennie J; Schmidt, David C

2017-07-01

The creative process is fun, complex, and sometimes frustrating, but it is critical to the future of our nation and progress in science, technology, engineering, mathematics (STEM), as well as other fields. Thus, we set out to see if implementing methods of active learning typical to the theater department could impact the creativity of senior capstone design students in the bioengineering (BE) department. Senior bioengineering capstone design students were allowed to self-select into groups. Prior to the beginning of coursework, all students completed a validated survey measuring engineering design self-efficacy. The control and experimental groups both received standard instruction, but in addition the experimental group received 1 h per week of creativity training developed by a theater professor. Following the semester, the students again completed the self-efficacy survey. The surveys were examined to identify differences in the initial and final self-efficacy in the experimental and control groups over the course of the semester. An analysis of variance was used to compare the experimental and control groups with p < 0.05 considered significant. Students in the experimental group reported more than a twofold (4.8 (C) versus 10.9 (E)) increase of confidence. Additionally, students in the experimental group were more motivated and less anxious when engaging in engineering design following the semester of creativity instruction. The results of this pilot study indicate that there is a significant potential to improve engineering students' creative self-efficacy through the implementation of a "curriculum of creativity" which is developed using theater methods.

An Analysis of Instructional Facilitators' Relationships with Teachers and Principals

ERIC Educational Resources Information Center

Range, Bret G.; Pijanowski, John C.; Duncan, Heather; Scherz, Susan; Hvidston, David

2014-01-01

This study examines the perspectives of Wyoming instructional facilitators, concerning three coaching constructs--namely, their instructional leadership roles, teachers' instructional practices, and the support that they receive from principals and teachers. Findings suggest that instructional facilitators were positive about their instructional…

Some decks are better than others: the effect of reinforcer type and task instructions on learning in the Iowa Gambling Task.

PubMed

Fernie, Gordon; Tunney, Richard J

2006-02-01

The Iowa Gambling Task (Bechara, Damasio, Damasio, & Anderson, 1994) has become widely used as a laboratory test of "real-life" decision-making. However, aspects of its administration that have been varied by researchers may differentially affect performance and the conclusions researchers can draw. Some researchers have used facsimile money reinforcers while others have used real money reinforcers. More importantly, the instructions participants receive have also been varied. While no differences have been reported in performance dependent on reinforcer type, no previous comparison of participants' instructions has been conducted. This is despite one set of instructions giving participants a clear hint about the nature of the task. Additionally, in previous research one set of instructions have not been used exclusively with one reinforcer type making any differential or cumulative effects of these factors difficult to interpret. The present study compared the effects of instruction and reinforcer type on IGT performance. When participants received instructions without a hint performance was affected by reinforcer type. This was not the case when the instructions included a hint. In a second IGT session performance was improved in participants who had received the hint instructions compared with those who had not.

Improving community health worker use of malaria rapid diagnostic tests in Zambia: package instructions, job aid and job aid-plus-training

PubMed Central

Harvey, Steven A; Jennings, Larissa; Chinyama, Masela; Masaninga, Fred; Mulholland, Kurt; Bell, David R

2008-01-01

Background Introduction of artemisinin combination therapy (ACT) has boosted interest in parasite-based malaria diagnosis, leading to increased use of rapid diagnostic tests (RDTs), particularly in rural settings where microscopy is limited. With donor support, national malaria control programmes are now procuring large quantities of RDTs. The scarcity of health facilities and trained personnel in many sub-Saharan African countries means that limiting RDT use to such facilities would exclude a significant proportion of febrile cases. RDT use by volunteer community health workers (CHWs) is one alternative, but most sub-Saharan African countries prohibit CHWs from handling blood, and little is known about CHW ability to use RDTs safely and effectively. This Zambia-based study was designed to determine: (i) whether Zambian CHWs could prepare and interpret RDTs accurately and safely using manufacturer's instructions alone; (ii) whether simple, mostly pictorial instructions (a "job aid") could raise performance to adequate levels; and (iii) whether a brief training programme would produce further improvement. Methods The job aid and training programme were based on formative research with 32 CHWs in Luangwa District. The study team then recruited three groups of CHWs in Chongwe and Chibombo districts. All had experience treating malaria based on clinical diagnosis, but only six had prior RDT experience. Trained observers used structured observation checklists to score each participant's preparation of three RDTs. Each also read 10 photographs showing different test results. The first group (n = 32) was guided only by manufacturer's instructions. The second (n = 21) used only the job aid. The last (n = 26) used the job aid after receiving a three-hour training. Results Mean scores, adjusted for education, age, gender and experience, were 57% of 16 RDT steps correctly completed for group 1, 80% for group 2, and 92% for group 3. Mean percentage of test results interpreted correctly were 54% (group 1), 80% (group 2), and 93% (group 3). All differences were statistically significant (p < 0.05). Conclusion Manufacturer's instructions like those provided with the RDTs used in this study are insufficient to ensure safe and accurate use by CHWs. However, well-designed instructions plus training can ensure high performance. More study is underway to determine how well this performance holds up over time. PMID:18718028

Improving community health worker use of malaria rapid diagnostic tests in Zambia: package instructions, job aid and job aid-plus-training.

PubMed

Harvey, Steven A; Jennings, Larissa; Chinyama, Masela; Masaninga, Fred; Mulholland, Kurt; Bell, David R

2008-08-22

Introduction of artemisinin combination therapy (ACT) has boosted interest in parasite-based malaria diagnosis, leading to increased use of rapid diagnostic tests (RDTs), particularly in rural settings where microscopy is limited. With donor support, national malaria control programmes are now procuring large quantities of RDTs. The scarcity of health facilities and trained personnel in many sub-Saharan African countries means that limiting RDT use to such facilities would exclude a significant proportion of febrile cases. RDT use by volunteer community health workers (CHWs) is one alternative, but most sub-Saharan African countries prohibit CHWs from handling blood, and little is known about CHW ability to use RDTs safely and effectively. This Zambia-based study was designed to determine: (i) whether Zambian CHWs could prepare and interpret RDTs accurately and safely using manufacturer's instructions alone; (ii) whether simple, mostly pictorial instructions (a "job aid") could raise performance to adequate levels; and (iii) whether a brief training programme would produce further improvement. The job aid and training programme were based on formative research with 32 CHWs in Luangwa District. The study team then recruited three groups of CHWs in Chongwe and Chibombo districts. All had experience treating malaria based on clinical diagnosis, but only six had prior RDT experience. Trained observers used structured observation checklists to score each participant's preparation of three RDTs. Each also read 10 photographs showing different test results. The first group (n = 32) was guided only by manufacturer's instructions. The second (n = 21) used only the job aid. The last (n = 26) used the job aid after receiving a three-hour training. Mean scores, adjusted for education, age, gender and experience, were 57% of 16 RDT steps correctly completed for group 1, 80% for group 2, and 92% for group 3. Mean percentage of test results interpreted correctly were 54% (group 1), 80% (group 2), and 93% (group 3). All differences were statistically significant (p < 0.05). Manufacturer's instructions like those provided with the RDTs used in this study are insufficient to ensure safe and accurate use by CHWs. However, well-designed instructions plus training can ensure high performance. More study is underway to determine how well this performance holds up over time.

Experiential instruction in graduate-level preparation of speech-language pathology students in outer and middle ear screening.

PubMed

Serpanos, Yula C; Senzer, Deborah

2015-05-01

This study presents a piloted training model of experiential instruction in outer and middle ear (OE-ME) screening for graduate speech-language pathology students with peer teaching by doctor of audiology (AuD) students. Six individual experiential training sessions in screening otoscopy and tympanometry were conducted for 36 graduate-level speech-language pathology students led by a supervised AuD student. Postexperiential training, survey outcomes from 24 speech-language pathology students revealed a significant improvement (p = .01) in perceptions of attaining adequate knowledge and comfort in performing screening otoscopy (handheld and video otoscopy) and tympanometry. In a group of matched controls who did not receive experiential training in OE-ME screening (n = 24), ratings on the same learning outcomes survey in otoscopy and tympanometry were significantly poorer (p = .01) compared with students who did receive experiential training. A training model of experiential instruction for speech-language pathology students by AuD students improved learning outcomes, illustrating its promise in affecting clinical practices. The instructional model also meets the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA; American Speech-Language-Hearing Association, 2008) and American Speech-Language-Hearing Association (2014) Certificate of Clinical Competence (ASHA CCC) standards for speech-language pathology in OE-ME screening and CAA (2008) and ASHA (2012) CCC standards in the supervisory process for audiology.

Examining the role of attention and instruction in at-risk kindergarteners: electrophysiological measures of selective auditory attention before and after an early literacy intervention.

PubMed

Stevens, Courtney; Harn, Beth; Chard, David J; Currin, Jeff; Parisi, Danielle; Neville, Helen

2013-01-01

Several studies report that adults and adolescents with reading disabilities also experience difficulties with selective attention. In the present study, event-related brain potentials (ERPs) were used to examine the neural mechanisms of selective attention in kindergarten children at risk for reading disabilities (AR group, n = 8) or on track in early literacy skills (OT group, n = 6) across the first semester of kindergarten. The AR group also received supplemental instruction with the Early Reading Intervention (ERI). Following ERI, the AR group demonstrated improved skills on standardized early literacy measures such that there were no significant differences between the AR and OT groups at posttest or winter follow-up. Analysis of the ERP data revealed that at the start of kindergarten, the AR group displayed reduced effects of attention on sensorineural processing compared to the OT group. Following intervention, this difference between groups disappeared, with the AR group only showing improvements in the effect of attention on sensorineural processing. These data indicate that the neural mechanisms of selective attention are atypical in kindergarten children at risk for reading failure but can be improved by effective reading interventions.

[Attention diversion in tinnitus therapy. Comparison of the effects of different treatment methods].

PubMed

Eysel-Gosepath, K; Gerhards, F; Schicketanz, K-H; Teichmann, K; Benthien, M

2004-05-01

Diversion or distraction of auditory attention is a core principle of tinnitus retraining therapy as introduced by P. Jastreboff and J. Hazell. The aim of this study was to evaluate the effectiveness of a different form of attention diversion in tinnitus therapy. In a prospective and randomized study, 40 patients suffering from chronic tinnitus were assigned to two different groups, A or B. All patients received appropriate counselling and were instructed in relaxation training. Patients in group A learned to distract attention away from the tinnitus by using sound or music. White noise generators or hearing aids were applied in this group. Patients in group B were instructed to direct their attention away from the tinnitus using imagination that was facilitated by the use of light and warmth stimuli as distracters. Different standardized questionnaires were used for an evaluation of therapy effectiveness. In both groups, patients were significantly less annoyed and disabled by their tinnitus immediately after therapy and after 6 months. Tinnitus annoyance still proved to be reduced 1 year after the end of the therapy. There were no significant differences in the effects of each treatment. Attention diversion is an important method for decreasing tinnitus-related distress. Patients should be instructed to use not only auditory but also visual and thermal sensations in order to distract attention away from their tinnitus.

The effectiveness of learning portfolios in learning participation and learners' perceptions of skills and confidence in the mother of preterm infant.

PubMed

Cheng, Yi-Chuan; Chen, Li-Li; Chang, Yu-Shan; Li, Tsai-Chung; Chen, Ching-Ju; Huang, Li-Chi

2018-03-22

The purpose of this study was to investigate the effectiveness of preterm infant learning portfolios in enabling mothers to develop infant care knowledge and skills, as well as confidence in their abilities. This study used a quasi-experimental design. The sample consisted of 52 mothers with preterm infants recruited at a neonatal intermediate unit of a medical centre in central Taiwan. Among those, 26 participants in the control group received regular health education and 26 participants in the experimental group received learning portfolios and regular care. The Preterm Infant Care Learning Portfolio (PICLP) is a semi-structured learning portfolio which was provided by nurses. Intervention started with 15 min of instructions on how to use PICLP, including a list of learning task and methods of self-assessment. Follow-up sessions of 5-10 min were conducted after each learning task. The frequency of learning skills could be adjusted depending on participants' learning needs. Self-administered questionnaires regarding knowledge of and skills in preterm infant care and maternal confidence were used to evaluate the effectiveness of the intervention; the questionnaires were conducted before the intervention, 1 day before discharge and 1 month after discharge. We also tracked the frequency with which participants attended instructional sessions before discharged. Mothers' preterm infant care knowledge and skills and confidence improved in both groups after the intervention. The experimental group showed greater improvement than the control group by post-test 2; there was no statistical difference between groups at 1 day before discharge and 1 month after discharge. However, participants in the experimental group came for instructional sessions on baby care for more frequently than the control group. The frequency of learning sessions attended was a predictor of improved scores of the skill assessment before discharge. Both programmes led to improvements in preterm infant care knowledge and skills and maternal confidence. Giving mothers learning portfolios appears to stimulate significantly greater participation in hospital-based instructional programmes, which should in turn lead to greater long-term retention of learning. The learning portfolios may have an additional benefit in promoting acquisition of care abilities for mothers with preterm infant before hospital discharge and application of these abilities at home. At-home care for preterm infants requires specialized care skills and confidence. Learning portfolios can be used as an effective learner-centred strategy for teaching these health care abilities. Copyright © 2018 Elsevier Ltd. All rights reserved.

Randomized controlled trial on the effects of CCTV training on quality of life, depression, and adaptation to vision loss.

PubMed

Burggraaff, Marloes C; van Nispen, Ruth M A; Knol, Dirk L; Ringens, Peter J; van Rens, Ger H M B

2012-06-14

In addition to performance-based measures, vision-related quality of life (QOL) and other subjective measures of psychosocial functioning are considered important outcomes of training in the visually impaired. In a multicenter, masked, randomized controlled trial, subjective effects of training in the use of closed-circuit televisions (CCTV) were investigated. Patients (n = 122) were randomized either to a treatment group that received usual delivery instructions from the supplier combined with concise outpatient training, or to a control group that received delivery instructions only. Subjective outcomes were the low vision quality-of-life questionnaire (LVQOL), EuroQOL 5 dimensions, adaptation to age-related vision loss (AVL), and the Center of Epidemiologic Studies Depression scales. Linear mixed models were used to investigate treatment effects. Differential effects of patient characteristics were studied by implementing higher order interactions into the models. From baseline to follow-up, all patients perceived significantly less problems on the reading and fine work dimension (-28.8 points; P < 0.001) and the adaptation dimension (-4.67 points; P = 0.04) of the LVQOL. However, no treatment effect was found based on the intention-to-treat analysis. This study demonstrated the effect of receiving and using a CCTV on two vision-related QOL dimensions; however, outpatient training in the use of CCTVs had no additional value. (trialregister.nl number, NTR1031.).

Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification

NASA Astrophysics Data System (ADS)

Golick, Douglas A.; Heng-Moss, Tiffany M.; Steckelberg, Allen L.; Brooks, David. W.; Higley, Leon G.; Fowler, David

2013-08-01

The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification.

Post discharge issues identified by a call-back program: identifying improvement opportunities.

PubMed

Ojeda, Patricia I; Kara, Areeba

2017-12-01

The period following discharge from the hospital is one of heightened vulnerability. Discharge instructions serve as a guide during this transition. Yet, clinicians receive little feedback on the quality of this document that ties into the patients' experience. We reviewed the issues voiced by discharged patients via a call-back program and compared them to the discharge instructions they had received. At our institution, patients receive an automated call forty-eight hours following discharge inquiring about progress. If indicated by the response to the call, they are directed to a nurse who assists with problem solving. We reviewed the nursing documentation of these encounters for a period of nine months. The issues voiced were grouped into five categories: communication, medications, durable medical equipment/therapies, follow up and new or ongoing symptoms. The discharge instructions given to each patient were reviewed. We retrieved data on the number of discharges from each specialty from the hospital over the same period. A total of 592 patients voiced 685 issues. The numbers of patients discharged from medical or surgical services identified as having issues via the call-back line paralleled the proportions discharged from medical and surgical services from the hospital during the same period. Nearly a quarter of the issues discussed had been addressed in the discharge instructions. The most common category of issues was related to communication deficits including missing or incomplete information which made it difficult for the patient to enact or understand the plan of care. Medication prescription related issues were the next most common. Resource barriers and questions surrounding medications were often unaddressed. Post discharge issues affect patients discharged from all services equally. Data from call back programs may provide actionable targets for improvement, identify the inpatient team's 'blind spots' and be used to provide feedback to clinicians.

Effects of non-surgical periodontal therapy on serum lipids and C-reactive protein among hyperlipidemic patients with chronic periodontitis.

PubMed

Tawfig, Ahmed

2015-05-01

To evaluate the effect of non-surgical periodontal therapy on plasma lipid levels in hyperlipidemic patients with chronic periodontitis. After considering the inclusion and exclusion criteria, 30 hyperlipidemic patients with chronic periodontitis in the age group of 30-70 years, undergoing treatment in Ahmed Gasim Cardiac and Renal transplant Centre in north Sudan were recruited for the study. Patients were randomly assigned to the study and control groups. The study group received non-surgical periodontal therapy - oral hygiene instructions, scaling and root planing. The control group participants received only oral hygiene instructions. Lipid profile [total cholesterol (TC), low density lipoprotein (LDL), high density lipoprotein (HDL), triglycerides (TG)], C-reactive protein (CRP), and periodontal parameters [Plaque index (PI), Gingival index (GI), probing pocket depth (PD), and attachment loss (ATL)] were measured and compared at baseline and after 3 months of the respective intervention. Between-groups analysis was done using independent "t" test and within-group analysis was done using dependent "t" test. At baseline, groups were comparable based on lipid profile and periodontal parameters. After 3 months, the control group showed significant decrease in the PI and GI scores while there was no significant change in the other parameters. However, the study group showed significant decrease in the LDL and CRP levels along with a significant decrease in PD, ATL, PI, and GI scores, compared to the baseline values. Local non-surgical periodontal therapy resulted in improved periodontal health, with significant decrease in the LDL and CRP levels in hyperlipidemic patients with chronic periodontitis. Hence, local non-surgical periodontal therapy may be considered as an adjunct in the control of hyperlipidemia, along with standard care.

The effectiveness of an accessibility-enhanced multimedia informational educational programme in reducing anxiety and increasing satisfaction of patients undergoing cardiac catheterisation.

PubMed

Wu, Ka-Lai; Chen, Su-Ru; Ko, Wen-Chin; Kuo, Shu-Yu; Chen, Ping-Ling; Su, Hui-Fang; Chang, Wen-Yin

2014-07-01

To evaluate the effectiveness of an accessibility-enhanced multimedia informational educational programme in reducing anxiety and increasing satisfaction with the information and materials received by patients undergoing cardiac catheterisation. Cardiac catheterisation is one of the most anxiety-provoking invasive procedures for patients. However, informational education using multimedia to inform patients undergoing cardiac catheterisation has not been extensively explored. A randomised experimental design with three-cohort prospective comparisons. In total, 123 consecutive patients were randomly assigned to one of three groups: regular education; (group 1), accessibility-enhanced multimedia informational education (group 2) and instructional digital videodisc education (group 3). Anxiety was measured with Spielberger's State Anxiety Inventory, which was administered at four time intervals: before education (T0), immediately after education (T1), before cardiac catheterisation (T2) and one day after cardiac catheterisation (T3). A satisfaction questionnaire was administrated one day after cardiac catheterisation. Data were collected from May 2009-September 2010 and analysed using descriptive statistics, chi-squared tests, one-way analysis of variance, Scheffe's post hoc test and generalised estimating equations. All patients experienced moderate anxiety at T0 to low anxiety at T3. Accessibility-enhanced multimedia informational education patients had significantly lower anxiety levels and felt the most satisfied with the information and materials received compared with patients in groups 1 and 3. A statistically significant difference in anxiety levels was only found at T2 among the three groups (p = 0·004). The findings demonstrate that the accessibility-enhanced multimedia informational education was the most effective informational educational module for informing patients about their upcoming cardiac catheterisation, to reduce anxiety and improve satisfaction with the information and materials received compared with the regular education and instructional digital videodisc education. As the accessibility-enhanced multimedia informational education reduced patient anxiety and improved satisfaction with the information and materials received, it can be adapted to complement patient education in future regular cardiac care. © 2013 John Wiley & Sons Ltd.

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

PubMed Central

Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica Sidler; Greulich, Luana; Meadows, Jane; Li, Zhi

2010-01-01

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students’ ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students’ language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students’ needs in the areas of reading in general education contexts. PMID:21818158

Dedicated training in adult education among otolaryngology faculty.

PubMed

McMains, Kevin C; Peel, Jennifer

2014-12-01

Most faculty members undergo ad hoc training in education. This survey was developed to assess the prevalence and type of dedicated training in education received by academic otolaryngology-head and neck surgery (OTO-HNS) faculty in the United States. Survey. An 11-item survey was developed to assess the prevalence of dedicated instruction in education theory and practice, the types of instruction received, and the barriers to receiving instruction. The survey was sent to all OTO-HNS program directors for distribution among their respective faculty. A total of 216 responses were received. Seventy respondents (32.7%) serve as program director, associate program director, or assistant program director in their respective programs. Forty-six respondents (21.8%) had received dedicated training in education. Of the respondents who described the type of education training received, 48.7% participated in didactics/seminar, 35.9% in degree/certificate programs, 10.3% in multimodality training, and 5.1% online training. Among the barriers encountered to participation in instruction in education, time/productivity pressures was the most commonly cited reason (60.2%), followed by not knowing about the opportunity to receive training (36.4%), lack of departmental support (26.2%), lack of available training (22.3%), and the perception that such training would not be useful (7.8%). Presently, only a minority of surveyed academic otolaryngologists in the United States have received any dedicated instruction in the theory and practice of education. Personal, departmental, and institutional barriers exist in many practice environments that hinder otolaryngology faculty from participating in education training. N/A. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

Age Differences in the Effects of Conceptual Integration Training on Resource Allocation in Sentence Processing

PubMed Central

Stine-Morrow, Elizabeth A. L.; Noh, Soo Rim; Shake, Matthew C.

2009-01-01

This research examined age differences in the accommodation of reading strategies as a consequence of explicit instruction in conceptual integration. In Experiment 1, young, middle-aged, and older adults read sentences for delayed recall using a moving window method. Readers in an experimental group received instruction in making conceptual links during reading while readers in a control group were simply encouraged to allocate effort. Regression analysis to decompose word-by-word reading times in each condition isolated the time allocated to conceptual processing at the point in the text at which new concepts were introduced, as well as at clause and sentence boundaries. While younger adults responded to instructions by differentially allocating effort to sentence wrap-up, older adults allocated effort to intrasentence wrap-up and on new concepts as they were introduced, suggesting that older readers optimized their allocation of effort to linguistic computations for textbase construction within their processing capacity. Experiment 2 verified that conceptual integration training improved immediate recall among older readers as a consequence of engendering allocation to conceptual processing. PMID:19941199

An Analysis of the Questions Proposed by Elementary Pre-Service Teachers When Designing Experimental Activities as Inquiry

ERIC Educational Resources Information Center

Cruz-Guzmán, Marta; García-Carmona, Antonio; Criado, Ana M.

2017-01-01

A qualitative study of an interpretative nature is presented of the topics that elementary pre-service teachers (EPTs) choose and the types of questions they propose when designing an experimental activity (ExA) as inquiry, after receiving explicit instruction about it. The participants in the study were 154 EPTs organised into small groups to…

Effects of a Two-Way Bilingual Program on the Literacy Development of Students in Kindergarten and First Grade

ERIC Educational Resources Information Center

Lopez, Maria G.; Tashakkori, Abbas

2004-01-01

This study examines the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. This study compared the literacy development of two groups of children who received different proportions of instruction in English and Spanish. Both the experimental and control groups…

Communicative Focus on Form and Second Language Suprasegmental Learning: Teaching Cantonese Learners to Perceive Mandarin Tones

ERIC Educational Resources Information Center

Saito, Kazuya; Wu, Xianghua

2014-01-01

The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment…

The Effectiveness of One-to-One Tutoring by Community Tutors for At-Risk Beginning Readers.

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Jenkins, Joseph R.; Antil, Lawrence R.; Wayne, Susan K.; O'Connor, Rollanda E.

1997-01-01

Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…

Does Knowing What a Word Means Influence How Easily Its Decoding Is Learned?

ERIC Educational Resources Information Center

Michaud, Mélissa; Dion, Eric; Barrette, Anne; Dupéré, Véronique; Toste, Jessica

2017-01-01

Theoretical models of word recognition suggest that knowing what a word means makes it easier to learn how to decode it. We tested this hypothesis with at-risk young students, a group that often responds poorly to conventional decoding instruction in which word meaning is not addressed systematically. A total of 53 first graders received explicit…

The Effects of Cognitive Organizers to Facilitate Content-Area Learning for Students with Mild Disabilities: A Pilot Study

ERIC Educational Resources Information Center

Boon, Richard T.; Fore, Cecil, III; Ayres, Kevin; Spencer, Vicky G.

2005-01-01

The purpose of this pilot study was to examine the effects of cognitive organizers using Inspiration 6 software to improve and enhance content-area learning in social studies for students with mild disabilities. Using a one-group, pre-posttest design, ten students with mild disabilities received instruction with the integration of technology-based…

Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students

NASA Astrophysics Data System (ADS)

Michalsky, Tova

2013-07-01

This study investigated the effectiveness of cognitive-metacognitive versus motivational components of the IMPROVE self-regulatory model, used while reading scientific texts, for 10th graders' scientific literacy and self-regulated learning (SRL). Three treatment groups (N = 198) received one type of self-addressable questions while reading scientific texts: cognitive-metacognitive (CogMet), motivational (Mot), or combined (CogMetMot). Control group received no self-addressed questions (noSRL). One measure assessed scientific literacy, and two measures assessed SRL: (a) as an aptitude-pre/post questionnaires assessing self-perceived SRL, and (b) as an event-audiotaping participants' thinking-aloud SRL behaviors in real-time learning experiences and data coding illustrating SRL changes. Findings indicated that treatment groups significantly outperformed the non-treatment group. No differences emerged between CogMet and Mot, whereas fully combined SRL support (CogMetMot) was most effective. Theoretical and practical implications of this preliminary study are discussed.

A study of the conceptual comprehension of electric circuits that engineer freshmen display

NASA Astrophysics Data System (ADS)

Chang, Wheijen; Shieh, Ruey S.

2018-07-01

The purpose of this study was to examine the extent of students’ conceptual comprehension of electric circuits obtained during their high school years, as opposed to in recent class lectures. A total of 201 first-year university students majoring in Engineering in four introductory physics classes were involved in the study. A lecture demonstration of electric circuits was designed to achieve the study purpose. After observing the demonstration, the students were required to identify the associated phenomena and then explain the underlying physical laws. The students’ reasoning performance was used to examine their conceptual comprehension. Two instructional strategies, group discussion without prior lecture and individual reasoning with prior lecture, were implemented to assess student performance. The findings disclosed that although the students had studied the topic previously, most of them could only identify the key phenomena involving simple principles, but failed to identify those involving profound ones. The models most of them adopted were scientifically acceptable but inappropriate in the given context. The students who engaged in group discussion appeared to have a higher phenomenon identification rate than that of the individual-reasoning group. Contrarily, the individual-reasoning group was found to have adopted the valid principles more effectively than the discussion group, probably due to the prior instruction received in the current class. The topics recently lectured seemed to have guided the students’ cognitive orientations toward selecting principles, regardless of their validity. The study findings reveal that the concepts the students had acquired from their earlier learning were rather limited. That is, sophisticated instructional design is always pivotal, regardless of students’ prior learning experiences. Moreover, when adopting demonstration as a teaching tool, explicit instructional guidance is also crucial.

Comparison of Two Intervention Strategies on Prevention of Bedsores among the Bedridden Patients: A Quasi Experimental Community-based Trial.

PubMed

Kaur, Sukhpal; Singh, Amarjeet; Tewari, Manoj K; Kaur, Tejinder

2018-01-01

More than 80% of bedridden patients develop bedsores in home care settings. Training of informal caregivers can significantly affect the quality of care to these patients. The objective of this study is to compare the effectiveness of two caregiver training strategies on prevention of bedsores among bedridden patients. The study was carried out in Chandigarh. The study center was at PGIMER, Chandigarh. Seventy-eight bedridden patients being taken care in their homes were identified. These were randomly allocated into two groups. Group A received Prevention Package I, i.e., self-instruction Manual (SIM), training, and counseling. Group B received Prevention Package 2, i.e., only SIM. All these patients were followed up periodically for 1 year. During each follow-up, patients were observed for bedsore development. Braden scale was used to assess the risk factors of bedsores. Katz scale was used to evaluate the level of functional dependence of patients. Descriptive statistics was used to analyze the data. The percentage reduction of number of patients at risk of bedsore development as per various domains of Braden Scale was more in Group A as compared to Group B on each successive visit. There was 100% improvement in mobility level in the patients who were totally dependent in both the groups. However, in moderately dependant patients, the improvement in mobility level was more (87%) in Group A as compared to Group B (75%). All the caregivers complied fully with instructions postintervention. Training of caregivers for the prevention of bedsores among the bedridden patients was effective in improving the practices of the caregivers and also in reducing the risk factors of bedsores. One-to-one training with SIM distribution yielded better results than the use of only SIM.

Comparison of Two Intervention Strategies on Prevention of Bedsores among the Bedridden Patients: A Quasi Experimental Community-based Trial

PubMed Central

Kaur, Sukhpal; Singh, Amarjeet; Tewari, Manoj K; Kaur, Tejinder

2018-01-01

Background: More than 80% of bedridden patients develop bedsores in home care settings. Training of informal caregivers can significantly affect the quality of care to these patients. Objective: The objective of this study is to compare the effectiveness of two caregiver training strategies on prevention of bedsores among bedridden patients. Methods: The study was carried out in Chandigarh. The study center was at PGIMER, Chandigarh. Seventy-eight bedridden patients being taken care in their homes were identified. These were randomly allocated into two groups. Group A received Prevention Package I, i.e., self-instruction Manual (SIM), training, and counseling. Group B received Prevention Package 2, i.e., only SIM. All these patients were followed up periodically for 1 year. During each follow-up, patients were observed for bedsore development. Braden scale was used to assess the risk factors of bedsores. Katz scale was used to evaluate the level of functional dependence of patients. Descriptive statistics was used to analyze the data. Results: The percentage reduction of number of patients at risk of bedsore development as per various domains of Braden Scale was more in Group A as compared to Group B on each successive visit. There was 100% improvement in mobility level in the patients who were totally dependent in both the groups. However, in moderately dependant patients, the improvement in mobility level was more (87%) in Group A as compared to Group B (75%). All the caregivers complied fully with instructions postintervention. Conclusion: Training of caregivers for the prevention of bedsores among the bedridden patients was effective in improving the practices of the caregivers and also in reducing the risk factors of bedsores. One-to-one training with SIM distribution yielded better results than the use of only SIM. PMID:29440803

The effects of the use of children's literature as an instructional approach on the science knowledge achievement and attitudes of third-grade students

NASA Astrophysics Data System (ADS)

Royce, Christine Anne

This study examined three instructional approaches to determine the comparative effects of using children's literature on the development of factual and conceptual knowledge of third-grade students as well as their attitudes toward the method of instruction and science. Students from four intact classes were taught a six-week, researcher developed unit on the topic of invertebrates for 30 minutes per day that utilized the Directed Reading Approach (DRA). The Naive Comparison Group served as the control for this study and received no instruction on invertebrates. The Textbook Group obtained their information from the Houghton Mifflin Discovery Works textbook series. The Combined Group obtained their information from both textbook series and selected children's tradebooks. The Tradebook Group obtained their information from selected children's tradebooks. This study utilized an adaptation on a non-randomized Pretest-Posttest Group Design. All four intact groups took a pretest and posttest to measure their factual and conceptual knowledge of invertebrates. This data was scored and analyzed for significance at the.05 level using an ANCOVA. No significant differences were found between the four groups for the achievement test. All four intact groups took a pre- and post-attitude survey, which addressed their attitudes toward textbooks, tradebooks, and science. This data was scored and analyzed for significance at the .05 level using three separate, analyses of variance with repeated measures. There were no significant differences between the pre- and post-attitude surveys on the topic of textbooks or tradebooks. There was a significant difference between the pre- and post-attitude surveys for the students' attitudes toward science. It was concluded that the use of tradebooks in place of or in conjunction with textbooks is a viable alternative to the use of textbooks in the elementary science classroom.

Classroom phonological awareness instruction and literacy outcomes in the first year of school.

PubMed

Carson, Karyn L; Gillon, Gail T; Boustead, Therese M

2013-04-01

Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI). A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA. Children who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction. A short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties.

Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

NASA Astrophysics Data System (ADS)

Mulopo, Moses M.; Seymour Fowler, H.

This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two-way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow-up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general, subjects taught by the discovery approach earned significantly higher scientific attitude scores than those taught by the traditional approach. The traditional group outperformed the discovery group in achievement scores. It was concluded that the traditional approach might be an efficient instructional mode for the teaching of scientific facts and principles to high school students, while the discovery approach seemed to be more suitable for teaching scientific attitudes and for promoting understanding about science and scientists among formal operational learners.

Effect of acupuncture and instruction on physiological recovery from maximal exercise: a balanced-placebo controlled trial.

PubMed

Urroz, Paola; Colagiuri, Ben; Smith, Caroline A; Yeung, Alan; Cheema, Birinder S

2016-07-18

This study aimed to investigate the effect of acupuncture administered immediately following a graded exercise test (GXT) on physiological measures of recovery and determine if instruction (expectancy) affected the responses. A balanced-placebo 2 × 2 factorial design was used with treatment (real vs placebo acupuncture) and instruction (told real vs told placebo acupuncture) as factors; a no-treatment control group was also included to compare the treatment responses to no treatment. Recreationally active, acupuncture naïve young adults (n = 60) performed a GXT to exhaustion on a cycle ergometer (15 W/min). Heart rate, blood pressure, oxygen consumption, respiratory rate and blood lactate were collected during the test and during 60 min of supine recovery on a plinth. An experienced acupuncturist delivered real or placebo acupuncture within 6 min of completing the GXT (total treatment time = 20 min). Real acupuncture points included Neiguan (PC6), Zusanli (ST36), Lieque (LU7), and Tanzhang (REN17), while placebo acupuncture was delivered using the Park sham needle placed 1-2 cm away from each real acupuncture point. The control group received no intervention. Linear and quadratic trend analyses over time indicated no significant differences between groups on any dependent variable. However, analysis of specific timepoints (every 10 min of the 60 min recovery) revealed that participants who received some form of treatment had a lower heart rate than participants in the no treatment control group (p = 0.042) at 20 min post-exercise. Further, a significant treatment by instruction interaction effect for heart rate was also found at 50 min (p = 0.042) and 60 min (p = 0.013) post-exercise, indicating that the differences between real and placebo acupuncture were affected by expectancy manipulation. No other significant effects were noted. However, it was interesting to note that participants who believed they were given real acupuncture reported quicker perceived recovery independent of actual treatment (p = 0.006) suggesting that instruction about treatment influenced perceived recovery. In summary, due to limited evidence, the current study does not support the acute use of acupuncture for exercise recovery. However, importantly, the current study demonstrates that a balanced-placebo design is viable for testing acupuncture and expectancy effects, and this methodology could therefore be implemented in future studies. ACTRN12612001015831 (Date registered: 20/09/2012).

Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

ERIC Educational Resources Information Center

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

PubMed Central

Witt, Arnaud; Puspitawati, Ira; Vinter, Annie

2013-01-01

Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised. PMID:23326409

Investigating how students communicate tree-thinking

NASA Astrophysics Data System (ADS)

Boyce, Carrie Jo

Learning is often an active endeavor that requires students work at building conceptual understandings of complex topics. Personal experiences, ideas, and communication all play large roles in developing knowledge of and understanding complex topics. Sometimes these experiences can promote formation of scientifically inaccurate or incomplete ideas. Representations are tools used to help individuals understand complex topics. In biology, one way that educators help people understand evolutionary histories of organisms is by using representations called phylogenetic trees. In order to understand phylogenetics trees, individuals need to understand the conventions associated with phylogenies. My dissertation, supported by the Tree-Thinking Representational Competence and Word Association frameworks, is a mixed-methods study investigating the changes in students' tree-reading, representational competence and mental association of phylogenetic terminology after participation in varied instruction. Participants included 128 introductory biology majors from a mid-sized southern research university. Participants were enrolled in either Introductory Biology I, where they were not taught phylogenetics, or Introductory Biology II, where they were explicitly taught phylogenetics. I collected data using a pre- and post-assessment consisting of a word association task and tree-thinking diagnostic (n=128). Additionally, I recruited a subset of students from both courses (n=37) to complete a computer simulation designed to teach students about phylogenetic trees. I then conducted semi-structured interviews consisting of a word association exercise with card sort task, a retrospective pre-assessment discussion, a post-assessment discussion, and interview questions. I found that students who received explicit lecture instruction had a significantly higher increase in scores on a tree-thinking diagnostic than students who did not receive lecture instruction. Students who received both explicit lecture instruction and the computer simulation had a higher level of representational competence and were better able to understand abstract-style phylogenetic trees than students who only completed the simulation. Students who received explicit lecture instruction had a slightly more scientific association of phylogenetic terms than students who received did not receive lecture instruction. My findings suggest that technological instruction alone is not as beneficial as lecture instruction.

Self-reflection, gender and science achievement

NASA Astrophysics Data System (ADS)

Shoop, Kathleen A.

Drawing on socio-cognitive learning theory, this study compared achievement scores of 134 male and female high school biology students randomly assigned to groups which either used self-reflection, used self-reflection and received feedback, or did not self-reflect. Following a pretest, the teacher provided self-reflection strategy instruction to students in the two intervention groups and then subsequently provided in-class self-reflection time for these groups. The posttest concluded the unit; the retention measure was five weeks later. A quasi-experimental 3 x 3 x 2 (time x intervention x gender) factorial repeated-measures control group design was used for this study; a repeated measures ANOVA and several one-way ANOVA's were used to answer the research questions. Results from the repeated-measures ANOVA revealed significant results for Time and Time x Intervention, with the reflection group demonstrating significantly lower gains from pretest to posttest than the other two groups. The ANOVA examining differences between those who reflected and those who reflected and received feedback provided significant results with similar results for the difference between the control group and the reflection group. For teachers and students this study provides several areas of practical significance. Primarily, teachers may find lower student achievement if students regularly self-reflect but do not receive feedback for their reflection.

Assessing instructor intervention upon the perceptions, attitudes, and anxieties of community college biology students toward cooperative learning

NASA Astrophysics Data System (ADS)

Gafford, Kenneth Allen

The differences between two experimental groups using cooperative learning activities were examined during the initial eight weeks of a biology course. While both groups participated in the same cooperative learning activities, only one group received deliberate instructor interventions. These interventions were designed to help students think positively about working in cooperative learning groups while alleviating anxiety toward cooperative learning. Initially, all students were uncomfortable and reported trouble staying focused during cooperative learning. The final quantitative results indicated that the group who received the interventions had more positive perceptions toward cooperative learning but their attitudes and anxiety levels showed no significant difference from the non-intervention group; advantages occurred specifically for thinking on task, student engagement, perceptions of task importance, and best levels of challenge and skill. Intervention participants had a higher mean score on the class exam administered during the eight-week study but it was not significantly different. Qualitative data revealed that the intervention participants experienced greater overall consequence, mainly in the areas of engagement, believed skill, and self-worth. According to flow theory, when students are actively engaged, the probability of distraction by fears and unrelated ideas is reduced, for instance, how they are perceived by others. These findings corroborate constructivist theories, particularly the ones relative to students working in cooperative groups. Researchers should continue to use appropriate methods to further explore how students of various abilities and developmental levels are affected by their perceptions, attitudes, and anxieties relative to different instructional contexts. Given the highly contextual nature of students' learning and motivation, researchers need to examine a number of meaningful questions by comparing students' perceptions, attitudes, and anxieties toward cooperative learning with other methods of instruction.

Effect of science teaching on the young child's concept of piagetian physical causality: Animism and dynamism

NASA Astrophysics Data System (ADS)

Wolfinger, Donna M.

The purpose of this research was to determine whether the young child's understanding of physical causality is affected by school science instruction. Sixty-four subjects, four and one-half through seven years of age, received 300 min of instruction designed to affect the subject's conception of causality as reflected in animism and dynamism. Instruction took place for 30 min per day on ten successive school days. Pretesting was done to allow a stratified random sample to be based on vocabulary level and developmental stage as well as on age and gender. Post-testing consisted of testing of developmental level and level within the causal relations of animism and dynamism. Significant differences (1.05 level) were found between the experimental and control groups for animism. Within the experimental group, males differed significantly (1.001 level) from females. The elimination of animism appeared to have occurred. For dynamism, significant differences (0.05 level) were found only between concrete operational subjects in the experimental and control groups, indicating a concrete level of operations was necessary if dynamism was to be affected. However, a review of interview protocols indicated that subjects classified as nonanimistic had learned to apply a definition rather than to think in a nonanimistic manner.

Effects of Cooperative Learning STAD on Mathematical Communication Ability of Elementary School Student

NASA Astrophysics Data System (ADS)

Maelasari, E.; Wahyudin

2017-09-01

The aim of this study is to describe the increasing of mathematical communications capability, and difference between students who get STAD cooperative learning and students who receive Direct Instruction. This study is a quasi-experimental study with pretest posttest study design. Subjects in this study in one of the fifth grade elementary school located in Cibeureum District, Kuningan. The research instrument used was a written test mathematical communication skills. The results showed that the improvement of mathematical communication capabilities Direct Instruction students who scored significantly better than students who learned with STAD cooperative learning. By grouping according to the ability of students will show a positive impact on student achievement in the classroom.

The Effect of Class Session Length on Student Performance, Homework, and Instructor Evaluations in an Introductory Accounting Course

ERIC Educational Resources Information Center

Trout, Brian

2018-01-01

The author examines the effect of class format on student performance, time spent on homework, and instructor evaluations. The findings are unique and add to a limited body of literature. Each group comprised similar undergraduate students who received the same number of instructional hours, same assignments and were taught by the same instructor.…

Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis. NCER 2014-2000

ERIC Educational Resources Information Center

Lohr, Sharon; Schochet, Peter Z.; Sanders, Elizabeth

2014-01-01

Suppose an education researcher wants to test the impact of a high school drop-out prevention intervention in which at-risk students attend classes to receive intensive summer school instruction. The district will allow the researcher to randomly assign students to the treatment classes or to the control group. Half of the students (the treatment…

Contribution of Phonemic Segmentation Instruction with Letters and Articulation Pictures to Word Reading and Spelling in Beginners

ERIC Educational Resources Information Center

Boyer, Nancy; Ehri, Linnea C.

2011-01-01

English-speaking preschoolers who knew letters but were nonreaders (M = 4 years 9 months; n = 60) were taught to segment consonant-vowel (CV), VC, and CVC words into phonemes either with letters and pictures of articulatory gestures (the LPA condition) or with letters only (the LO condition). A control group received no treatment. Both trained…

RELATIONSHIP BETWEEN LEVELS OF MATURITY AND LEVELS OF UNDERSTANDING OF SELECTED CONCEPTS OF THE PARTICLE NATURE OF MATTER. TECHNICAL REPORT NO. 36.

ERIC Educational Resources Information Center

CAREY, RUSSELL L.

INVESTIGATED WERE THE LEVELS OF UNDERSTANDING OF SELECTED CONCEPTS CONCERNING THE PARTICLE NATURE OF MATTER AND THE RELATIONSHIP OF THE STUDENTS' MATURITY AND CONCEPTUAL UNDERSTANDING. THE STUDENTS SAMPLED WERE OF HIGH AND AVERAGE IQ, AND IN GRADES 2-5. ALL GROUPS RECEIVED COMPARABLE INSTRUCTION. USED WERE ALTERNATE RESPONSE TAXONOMY-TYPE…

The Effectiveness of Using Vocal Music as the Content Area of English Immersion Classes for Japanese Children

ERIC Educational Resources Information Center

Morgan, Steven Gene

2012-01-01

This study set out to determine if English can be taught effectively to Japanese children through a content-based instruction program that uses vocal music as the content area. A total of 240 children participated in the study. The treatment group at a private elementary school in Tokyo received weekly vocal music lessons taught in English for one…

Phonological or orthographic training for children with phonological or orthographic decoding deficits.

PubMed

Gustafson, Stefan; Ferreira, Janna; Rönnberg, Jerker

2007-08-01

In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special instruction and normal readers, were also included in the study. Results showed strong average training effects on text reading and general word decoding for both phonological and orthographic training, but not significantly higher improvements than for the comparison groups. The main research finding was a double dissociation: children with pronounced phonological problems improved their general word decoding skill more from phonological than from orthographic training, whereas the opposite was observed for children with pronounced orthographic problems. Thus, in this population of children, training should focus on children's relative weakness rather than their relative strength in word decoding. Copyright (c) 2007 John Wiley & Sons, Ltd.

Effects of thought suppression on episodic memory.

PubMed

Rassin, E; Merckelbach, H; Muris, P

1997-11-01

Subjects were shown a short film fragment. Following this, one group of subjects (n = 26) was instructed to suppress their thoughts about the film, while the other group (n = 24) received no instructions. After 5 hrs subjects returned to the laboratory and completed a questionnaire testing their memory about the film. Results showed that suppression subjects reported a higher frequency of thoughts about the film than control subjects. No evidence was obtained for Wegner, Quillian, and Houston's (1996; Journal of Personality and Social Psychology, 71, 680-691) claim that suppression has an undermining effect on memory for chronology. Possible causes for the differences between the results as obtained by Wegner et al., and those found in the present study are discussed. These causes may pertain to the experimental design, but also to differences in emotional impact of the stimulus material that was used in both studies.

Patient Preference for Instructional Reinforcement Regarding Prevention of Radiation Dermatitis.

PubMed

Laszewski, Pamela; Zelko, Cynthia; Andriths, Lena; Vera Cruz, Eva; Bauer, Carole; Magnan, Morris A

2016-04-01

Although patient preference is a core value within the context of patient-centered models of care, little attention has been paid to determining patient preference for instructional media. Nurses have traditionally used verbal face-to-face instruction as the mainstay of patient education, with written materials being used extensively as teaching guides to supplement verbal instruction or for instructional reinforcement. However, advances in technology have made possible the adding of video instruction to nurses' repertoire of instructional media. The purpose of this study was to determine patients' media preferences (verbal, video, written) when receiving instructional reinforcement about self-care needed to prevent radiation dermatitis. The current study was conducted as a secondary analysis of data from a process improvement initiative. In the parent study, patients received multimedia education related to skin care to prevent radiation dermatitis. This secondary analysis examined patient preference for verbal, video, or written education reinforcement at treatment weeks 1 and 3. Results suggest that, when given a choice, verbal and video reinforcement are preferred over written reinforcement.

Errorless Learning for Training Individuals With Schizophrenia at a Community Mental Health Setting Providing Work Experience

PubMed Central

Kern, Robert S.; Liberman, Robert P.; Becker, Deborah R.; Drake, Robert E.; Sugar, Catherine A.; Green, Michael F.

2009-01-01

The effects of errorless learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance. PMID:18326529

Cost-effectiveness of Standard vs. a Navigated Intervention on Colorectal Cancer Screening Use in Primary Care

PubMed Central

Lairson, David; DiCarlo, Melissa; Deshmuk, Ashish A.; Fagan, Heather B.; Sifri, Randa; Katurakes, Nora; Cocroft, James; Sendecki, Jocelyn; Swan, Heidi; Vernon, Sally W.; Myers, Ronald E.

2014-01-01

Background Colorectal cancer (CRC) screening is cost-effective but underutilized. This study aimed to determine the cost-effectiveness of mailed standard intervention (SI) and tailored navigation interventions (TNI) to increase CRC screening use in the context of a randomized trial among primary care patients. Methods Participants (n=945) were randomized either to a usual care Control Group (n=317), SI Group (n=316), or TNI Group (n=312). The SI Group was sent both colonoscopy instructions and stool blood tests irrespective of baseline preference. TNI Group participants were sent instructions for scheduling a colonoscopy, a stool blood test, or both based on their test preference as determined at baseline, and then received a navigation telephone call. Activity cost estimation was used to determine the cost of each intervention and compute incremental cost-effectiveness ratios . Statistical uncertainty within the base case was assessed with 95 percent confidence intervals derived from net benefit regression analysis. Effects of uncertain parameters such as the cost of planning, training, and involvement of those receiving “investigator salaries” were assessed with sensitivity analyses. Results Program costs of the SI were $167 per participant. Average cost of the TNI was $289 per participant. Conclusion The TNI was more effective than the SI, but substantially increased the cost per additional person screened. Decision-makers need to consider cost structure, level of planning, and training required to implement these two intervention strategies, and their willingness to pay for additional persons screened, to determine whether tailored navigation would be justified and feasible. PMID:24435411

Effect of a PBL teaching method on learning about nursing care for patients with depression.

PubMed

Arrue, Marta; Ruiz de Alegría, Begoña; Zarandona, Jagoba; Hoyos Cillero, Itziar

2017-05-01

Depression is a worldwide public health problem that requires the attention of qualified health professionals. The training of skilled nurses is a challenge for nursing instructors due to the complexity of this pathology. The aim was to analyse the declarative and argumentative knowledge acquired about depression by students receiving traditional expository instruction versus students receiving problem-based learning instruction. Quasi-experimental study with pre-test and post-test design in experimental and control group to measure differences in the improvement of declarative and argumentative knowledge. Non parametric tests were used to compare the scores between the experimental group and the control group, and between the pre-test and post-test in each group. 114 students participated in the study. Implementation of the study took place during the 2014-2015 academic year in the third year of the Nursing undergraduate degree courses in the University of the Basque Country (UPV/EHU) as part of the Mental Health Nursing subject. The data indicated that there were no statistically significant differences between the two methodologies in regard to declarative knowledge in the care of patients with depression. Nevertheless, the argumentative capacity of the experimental group improved significantly with the problem-based learning methodology (p=0.000). The results of the implementation indicated that problem-based learning was a satisfactory tool for the acquisition of argumentative capacity in depression nursing care. Still, working examples of teaching sequences that bridge the gap between general clinical practice and classroom practice remain an important goal for continuing research in nursing education. Copyright © 2017 Elsevier Ltd. All rights reserved.

Errorless learning for training individuals with schizophrenia at a community mental health setting providing work experience.

PubMed

Kern, Robert S; Liberman, Robert P; Becker, Deborah R; Drake, Robert E; Sugar, Catherine A; Green, Michael F

2009-07-01

The effects of errorless learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance.

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

Effects of collaboration and inquiry on reasoning and achievement in biology

NASA Astrophysics Data System (ADS)

Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Evaluating strategies for changing acute care nurses' perceptions on end-of-life care.

PubMed

Kruse, Barbara G; Melhado, Lolita W; Convertine, Linda; Stecher, Jo

2008-01-01

Providing quality care to the dying has become a primary concern in the United States. Eighty percent of deaths still occur in the hospital even though nurses report they do not think that good deaths are routinely possible within a hospital setting due to lack of appropriate education on end-of-life care. The aim of this pilot study was to test the best method for changing acute nurse's perceptions about end-of-life care. A 3-group experimental design tested the efficacy of a nurse-led hospice collaborative. Hypotheses were: (1) nurses who receive classroom instruction will have greater change in perceptions than the control group and (2) nurses who receive a combination of classroom and hospice experiences will demonstrate greater changes than the classroom or control group. No significant differences were found among the 3 groups. However, the intervention group showed increased guilt about not having enough time to spend with the dying.

32 CFR 161.3 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... provided based on legislative statute. Entry level separation. As defined in DoD Instruction 1332.14... accordance with DoD Instruction 1330.21. Family member. An individual who receives benefits based on his or... has their eligibility to receive retired pay terminated as a result of misconduct based on Service...

The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students

NASA Astrophysics Data System (ADS)

Musallam, Ramsey

Chemistry is a complex knowledge domain. Specifically, research notes that Chemical Equilibrium presents greater cognitive challenges than other topics in chemistry. Cognitive Load Theory describes the impact a subject, and the learning environment, have on working memory. Intrinsic load is the facet of Cognitive Load Theory that explains the complexity innate to complex subjects. The purpose of this study was to build on the limited research into intrinsic cognitive load, by examining the effects of using multimedia screencasts as a pre-training technique to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students. A convenience sample of 62 fourth-year high school students enrolled in an advanced chemistry course from a co-ed high school in urban San Francisco were given a chemical equilibrium concept pre-test. Upon conclusion of the pre-test, students were randomly assigned to two groups: pre-training and no pre-training. The pre-training group received a 10 minute and 52 second pre-training screencast that provided definitions, concepts and an overview of chemical equilibrium. After pre-training both group received the same 50-minute instructional lecture. After instruction, all students were given a chemical equilibrium concept post-test. Independent sample t-tests were conducted to examine differences in performance and intrinsic load. No significant differences in performance or intrinsic load, as measured by ratings of mental effort, were observed on the pre-test. Significant differences in performance, t(60)=3.70, p=.0005, and intrinsic load, t(60)=5.34, p=.0001, were observed on the post-test. A significant correlation between total performance scores and total mental effort ratings was also observed, r(60)=-0.44, p=.0003. Because no significant differences in prior knowledge were observed, it can be concluded that pre-training was successful at reducing intrinsic load. Moreover, a significant correlation between performance and mental effort strengthens the argument that performance measures can be used to approximate intrinsic cognitive load.

The Substrata-Factor Theory of Reading: Differential Development of Subsystems Underlying Reading Comprehension in the First Year of Instruction.

ERIC Educational Resources Information Center

Katz, Ina; Singer, Harry

A study tested the instructional hypothesis that variation in instructional methods in the initial stages of formal reading development will differentially develop subsystems for attaining comprehension. The 91 kindergarten and first grade students in the study received their usual reading instruction plus supplementary instruction in one of four…

Effect of Remote Internet Follow-Up on Postradiotherapy Compliance Among Patients with Esophageal Cancer: A Randomized Controlled Study.

PubMed

Wang, Ping; Yang, Lin; Hua, Zhongsheng

2015-11-01

To explore the effects of using remote Internet follow-up on postradiotherapy compliance with medical advice provided to patients with esophageal cancer. Between January 1 and August 1, 2013, in total, 128 patients with esophageal squamous cell cancer treated with radiotherapy were randomly assigned to either an observation group (n=64) or a control group (n=64). The control group received routine outpatient follow-up, whereas the observation group received additional remote Internet follow-up for 6 months after discharge from the hospital. The treatment effects and compliance were investigated using a questionnaire. At 3 months and 6 months after discharge, patients in the observation group had sought significantly more consultations and undergone more periodic re-examinations than patients in the control group (all p<0.001). Furthermore, both the disease-free survival rate and the symptom reduction rate were significantly higher in the observation group compared with the control group (all p<0.001). Remote Internet follow-up is an easy and fast method for improving postradiotherapy compliance with medical instructions and promoting normalization among patients with esophageal cancer.

Infant Sleep After Immunization: Randomized Controlled Trial of Prophylactic Acetaminophen

PubMed Central

Gay, Caryl L.; Lynch, Mary; Lee, Kathryn A.

2011-01-01

OBJECTIVE: To determine the effects of acetaminophen and axillary temperature responses on infant sleep duration after immunization. METHODS: We conducted a prospective, randomized controlled trial to compare the sleep of 70 infants monitored by using ankle actigraphy for 24 hours before and after their first immunization series at ∼2 months of age. Mothers of infants in the control group received standard care instructions from their infants' health care provider, and mothers of infants in the intervention group were provided with predosed acetaminophen and instructed to administer a dose 30 minutes before the scheduled immunization and every 4 hours thereafter, for a total of 5 doses. Infant age and birth weight and immunization factors, such as acetaminophen use and timing of administration, were evaluated for changes in infant sleep times after immunization. RESULTS: Sleep duration in the first 24 hours after immunization was increased, particularly for infants who received their immunizations after 1:30 pm and for those who experienced elevated temperatures in response to the vaccines. Infants who received acetaminophen at or after immunization had smaller increases in sleep duration than did infants who did not. However, acetaminophen use was not a significant predictor of sleep duration when other factors were controlled. CONCLUSIONS: If further research confirms the relationship between time of day of vaccine administration, increased sleep duration after immunization, and antibody responses, then our findings suggest that afternoon immunizations should be recommended to facilitate increased sleep in the 24 hours after immunization, regardless of acetaminophen administration. PMID:22123869

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

PubMed

Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-03-01

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

The Impact of Individual Differences on a Bilingual Vocabulary Approach for Latino Preschoolers.

PubMed

Méndez, Lucía I; Crais, Elizabeth R; Kainz, Kirsten

2018-04-17

The purpose of this study was twofold: First, we replicated in a new sample our previous findings that a culturally and linguistically responsive (CLR) bilingual approach for English vocabulary instruction for preschool Latino dual language learners was effective. Subsequently, we investigated whether the positive effect of CLR instruction varies as a function of individual child characteristics, including baseline vocabulary levels and gender. Using a randomized pretest-posttest follow-up group design, we first replicated our previous study (N = 42) with a new sample by randomly assigning 35 Spanish-speaking Latino preschoolers to a CLR bilingual group or an English-only group. The preschoolers received small-group evidence-informed shared readings targeting 30 English words 3 times a week for 5 weeks in their preschools. Vocabulary outcomes were measured using both standardized and researcher-developed measures. We subsequently conducted further studies with the combined sample size of 77 children to examine the variability in intervention effects related to child gender and baseline vocabulary levels. The direct replication study confirmed findings of our earlier work suggesting that the CLR bilingual approach promoted greater gains in L1 and L2 vocabulary than in an English-only approach. The extension studies revealed that the effect of the CLR bilingual vocabulary approach on English and Spanish vocabulary outcomes was not impacted by gender or vocabulary status at baseline. This study provides additional evidence of the benefits of strategically combining L1 and L2 for vocabulary instruction over an English-only approach. Our findings also suggest that preschool Latino dual language learners can benefit from a bilingual vocabulary instructional approach regardless of gender or baseline vocabulary levels in L1.

The use of real-time ultrasound feedback in teaching abdominal hollowing exercises to healthy subjects.

PubMed

Henry, Sharon M; Westervelt, Karen C

2005-06-01

Randomized controlled trial. To determine if supplementing typical clinical instruction with real-time ultrasound feedback facilitates performance and retention of the abdominal hollowing exercise (AHE). Increasingly clinicians are using real-time ultrasound imaging as a form of feedback when teaching patients trunk stabilization exercises; however, there has been no justification for this practice. Forty-eight subjects were divided randomly into 3 groups that received different types of feedback: group 1 received minimal verbal feedback, group 2 received verbal and palpatory feedback, and group 3 received real-time ultrasound, verbal, and palpatory feedback. If the subject performed 3 consecutive correct AHEs during the initial session, she/he returned for a retention test. The performance of 3 consecutive, correct AHEs was the criterion measure; the number of trials to criterion was also recorded during the initial and retention test sessions. The ability to perform the AHE differed among groups (P<.001). During the initial session, 12.5% of subjects in group 1, 50.0% of subjects in group 2, and 87.5% of subjects in group 3 were able to perform 3 consecutive AHEs. Group 3 subjects achieved the criterion in fewer trials than the other 2 groups (P = .0006). No differences among groups were found for the retention testing; however, low power due to fewer subjects precluded a strong interpretation of this finding. Real-time ultrasound feedback can decrease the number of trials needed to consistently perform the AHE; however, the data are inconclusive with regard to retention of this skill.

Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

ERIC Educational Resources Information Center

Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

2015-01-01

This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

Relating Student Recall to Expert and Novice Teachers' Instructional Communication: An Investigation Using Receiver Selectivity Theory

ERIC Educational Resources Information Center

Webster, Collin A.

2010-01-01

Background: Research indicates expert and novice teachers communicate differently during instruction. However, these differences have yet to be investigated in relation to student learning. Receiver selectivity theory offers an interpretive framework for understanding how expert-novice communication differences might function to discriminate…

41 CFR 101-26.501-6 - Forms used in connection with delivery of vehicles.

Code of Federal Regulations, 2010 CFR

2010-07-01

... left in place during the warranty period to permit prompt identification of vehicles requiring dealer... order. (c) Instructions to Consignee Receiving New Motor Vehicles Purchased by General Services... and information contained in the document entitled “Instructions to Consignee Receiving New Motor...

Absolute and Relative Measures of Instructional Sensitivity

ERIC Educational Resources Information Center

Naumann, Alexander; Hartig, Johannes; Hochweber, Jan

2017-01-01

Valid inferences on teaching drawn from students' test scores require that tests are sensitive to the instruction students received in class. Accordingly, measures of the test items' instructional sensitivity provide empirical support for validity claims about inferences on instruction. In the present study, we first introduce the concepts of…

Notetaking Skills Instruction for Development of Middle School Students' Notetaking Performance

ERIC Educational Resources Information Center

Ilter, Ilhan

2017-01-01

The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh-grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom-based notetaking skills instruction (approximately 40 minutes) every week…

Corporate influence and conflicts of interest: assessment of veterinary medical curricular changes and student perceptions.

PubMed

Dowers, Kristy L; Schoenfeld-Tacher, Regina M; Hellyer, Peter W; Kogan, Lori R

2015-01-01

The ethics document of the Association of American Veterinary Medical Colleges provides guiding principles for veterinary schools to develop conflict of interest policies. These policies regulate faculty and student interactions with industry, potentially reducing the influence companies have on students' perceptions and future prescribing practices. This paper examines the implementation of a conflict of interest policy and related instructional activities at one veterinary college in the US. To inform policy and curricular development, survey data were collected regarding veterinary students' attitudes toward pharmaceutical marketing, including their perceptions of their own susceptibility to bias in therapeutic decisions. Responses from this group of students later served as control data for assessing the effectiveness of educational programs in the content area. A conflict of interest policy was then implemented and presented to subsequent classes of entering students. Classroom instruction and relevant readings were provided on ethics, ethical decision making, corporate influences, and the issue of corporate influence in medical student training. Within seven days of completing a learning program on conflict of interest issues, another cohort of veterinary students (the treatment group) were administered the same survey that had been administered to the control group. When compared with the control group who received no instruction, survey results for the treatment group showed moderate shifts in opinion, with more students questioning the practice of industry-sponsored events and use of corporate funds to reduce tuition. However, many veterinary students in the treatment group still reported they would not be personally influenced by corporate gifts.

Designing and Evaluating an Interactive Multimedia Web-Based Simulation for Developing Nurses’ Competencies in Acute Nursing Care: Randomized Controlled Trial

PubMed Central

Wong, Lai Fun; Chan, Sally Wai-Chi; Ho, Jasmine Tze Yin; Mordiffi, Siti Zubaidah; Ang, Sophia Bee Leng; Goh, Poh Sun; Ang, Emily Neo Kim

2015-01-01

Background Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. Objective This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses’ competencies in acute nursing care. Methods Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants’ clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. Results The clinical performance posttest scores of the experimental group improved significantly (P<.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P<.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. Conclusions Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses’ competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency. PMID:25583029

Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial.

PubMed

Liaw, Sok Ying; Wong, Lai Fun; Chan, Sally Wai-Chi; Ho, Jasmine Tze Yin; Mordiffi, Siti Zubaidah; Ang, Sophia Bee Leng; Goh, Poh Sun; Ang, Emily Neo Kim

2015-01-12

Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care. Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants' clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. The clinical performance posttest scores of the experimental group improved significantly (P<.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P<.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses' competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency.

A study of culturally syntonic variables in the bilingual/bicultural science classroom

NASA Astrophysics Data System (ADS)

Barba, Robertta H.

The purpose of this study was to conduct a needs assessment of bilingual/bicultural elementary science classrooms in order to determine if the current instructional environment addresses the educational needs of Hispanic/Latino children. This study examined 57 randomly selected elementary bilingual/bicultural science classrooms in a large metropolitan area of the southwestern United States in terms of culturally syntonic variables (i.e., culture-of-origin beliefs and/or practices that impact the teaching/learning process). Findings from this study indicate that Hispanic/Latino children are receiving science instruction: (a) with culturally asyntonic printed materials, teaching strategies, and supplementary materials, (b) in classrooms that do not use the child's native language, familia learning groups, peer tutoring, or manipulative materials, and (c) with oral and verbal instruction that lack culturally syntonic role models, examples, analogies, and elaborations. Findings from this study imply that changes are needed in pre-service and in-service teacher training, in science textbook formats, and in the scope and focus of elementary school bilingual/bicultural science curriculum and instructional strategies.

Monkeying Around: Examining the Effects of a Community Zoo on the Science Achievement of Third Graders

ERIC Educational Resources Information Center

Kenny, Heather A.

2010-01-01

This investigation examined the efficacy of a model of integrated science and literacy instruction situated at a community zoo. Three intact cohorts of third grade urban students received instruction via different treatments: inquiry-based instruction at a zoo; inquiry-based instruction at school; and activity-based instruction at a zoo. All three…

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

NASA Astrophysics Data System (ADS)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking-inquiry skills. These conclusions support the value of a non-traditional, computer-based approach to instruction, such as exemplified by The Voyage of the Mimi curriculum, and a recommendation for reform in science teaching that has recommended the use of computer technology to enhance learning outcomes from science instruction to assist in reversing the trend toward what has been perceived to be relatively poor science performance by American students, as documented by the 1996 Third International Mathematics and Science Study (TIMSS).

An examination of student attitudes and understanding of exponential functions using interactive instructional multimedia

NASA Astrophysics Data System (ADS)

Singleton, Cynthia M.

The purpose of this study was to examine students' attitudes and understanding of exponential functions using InterAct Math, a mathematics tutorial software. The researcher used a convenience sampling of a total of 78 students from two intact pre-calculus classes; the students in the experimental group totaled 41 and the control group totaled 37. The two groups were exposed to the same curriculum content taught by the same instructor, the researcher. The experimental group used the mathematics tutorial software as an integral part of the instructional delivery. The control group used traditional instruction without integration of the educational technology. Data were collected during a two week span using a mixed-methodology to address the major research questions: (1) Is there a statistically significant difference in the mean achievement test scores between the experimental and the control groups? (2) Is there a statistically significant difference in students' attitudes toward learning mathematics between the experimental group and the control group? The researcher utilized paired t-tests and independent t-tests as statistical methods to evaluate the effectiveness of the intervention and to establish whether there was a significant difference between the experimental and control groups. Based on the analyses of the quantitative data, it was established that the students who received the InterAct Math tutorial (experimental group) did not perform better than the control group on exponential functions, graphs and applications. However, the quantitative part of the study (Aiken-Dreger Mathematics Attitude Scale) revealed that, while students in the experimental and control groups started with similar attitudes about mathematics and the integration of technology, their attitudes were significantly different at the conclusion of the study. The fear of mathematics was reduced for the experimental group at the end of the study, and their enjoyment of the subject matter was increased as a result of the intervention. No significant difference was reported concerning attitudes toward fear and enjoyment of learning mathematics for the control group. The researcher concluded that the use of InterAct Math tutorial software as part of the instructional delivery was beneficial and contributed to a positive attitude change. Other qualitative data obtained from the unstructured interviews of the treatment group supported these findings and reported that the change in attitudes was attributable to the use of the InterAct software in the instructional delivery of the course. The researcher concluded that the results of the study did not provide evidence that InterAct Math software could be credited with producing better learning outcomes. However, it appears that the InterAct Math tutorial software is an effective tutorial tool in promoting positive change in students' attitudes toward learning mathematics; thus, it is an effective tool for mathematics instruction. Based on the above results, it was concluded that the InterAct Math tutorial is an effective tutorial tool in promoting positive attitude change in students toward learning mathematics.

Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups

ERIC Educational Resources Information Center

Wyatt, Tasha; Chapman-DeSousa, Brook

2017-01-01

Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching…

Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

ERIC Educational Resources Information Center

Carifio, James; Doherty, Michael

2012-01-01

The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

The Effects of Meditation Training on Vigilance Performance

DTIC Science & Technology

1988-05-01

was demonstrated across several independent groups which received one- or two-hour sessions. Once it became known in the research community that a... communicate with subjects while they were inside the chamber. Illumination was provided by a 25-watt incandescent lamp located behind the monitor... communicate with me, just press the call button on the intercom. Do not interupt the task if at all possible. Meditation Instructions I will expain and

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)

Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach

NASA Astrophysics Data System (ADS)

Bodzin, Alec M.; Fu, Qiong; Peffer, Tamara E.; Kulo, Violet

2013-06-01

This quantitative study examined the effectiveness of a geospatial curriculum approach to promote energy literacy in an urban school district and examined factors that may account for energy content knowledge achievement. An energy literacy measure was administered to 1,044 eighth-grade students (ages 13-15) in an urban school district in Pennsylvania, USA. One group of students received instruction with a geospatial curriculum approach (geospatial technologies (GT)) and another group of students received 'business as usual' (BAU) curriculum instruction. For the GT students, findings revealed statistically significant gains from pretest to posttest (p < 0.001) on knowledge of energy resource acquisition, energy generation, storage and transport, and energy consumption and conservation. The GT students had year-end energy content knowledge scores significantly higher than those who learned with the BAU curriculum (p < 0.001; effect size being large). A multiple regression found that prior energy content knowledge was the only significant predictor to the year-end energy content knowledge achievement for the GT students (p < 0.001). The findings support that the implementation of a geospatial curriculum approach that employs learning activities that focus on the spatial nature of energy resources can improve the energy literacy of urban middle-level education students.

Comparison of the Effect of Dexamethasone and Tranexamic Acid, Separately or in Combination on Post-Rhinoplasty Edema and Ecchymosis.

PubMed

Mehdizadeh, Mohammad; Ghassemi, Alireza; Khakzad, Mohammad; Mir, Mehrafza; Nekoohesh, Leili; Moghadamnia, Aliakbar; Bijani, Ali; Mehrbakhsh, Zahra; Ghanepur, Hosein

2018-02-01

Dexamethasone and tranexamic acid are used to decrease post-rhinoplasty periorbital edema and ecchymosis. We compared the impact of each medication separately or in combination in this regard. A prospective, randomized triple-blinded study was undertaken on 60 patients who underwent primary open rhinoplasty. They were divided into four groups: Group D (n = 15) received 8 mg dexamethasone, group T (n = 15) received 10 mg/kg tranexamic acid, group DT (n = 15) received both 8 mg dexamethasone and 10 mg/kg tranexamic acid, and group P (n = 15) received neither medication and served as the placebo control group. The medications were given intravenously (IV) 1 h before and three doses every 8 h postoperatively. Digital photographs were taken on the first, third and seventh postoperative days. One expert examiner blinded to the study evaluated the periorbital edema and ecchymosis on a scale of 0-4. Periorbital edema and ecchymosis were examined in all groups. In group D, group T and group DT, periorbital edema and ecchymosis ratings were significantly lower compared with the control group (p < 0.01). No statistically significant difference was seen in preventing or decreasing both periorbital edema and ecchymosis among group D, group T and group DT. Tranexamic acid and dexamethasone, separately or in combination, had similar effects in reducing periorbital edema and ecchymosis in open rhinoplasty. Combined application did not show a significantly higher beneficial effect in this regard. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

A Soybean Education Curriculum for Preschoolers: Introducing New Foods to Children.

ERIC Educational Resources Information Center

Oscarson, Renee A.; Branum, Judy

1999-01-01

Parents of 27 preschoolers completed pretests and 14 completed posttests assessing nutrition knowledge, food purchases, and children's food intake. Children who received snacks and soybean-related instruction found both soy and nonsoy snacks acceptable, compared to those who did not receive instruction. Home eating habits did not change. (SK)

Receivers and Transmitters. Electronics Module 6. Instructor's Guide.

ERIC Educational Resources Information Center

Everett, Jim

This module is the sixth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module and a cross-reference table of instructional materials. Two instructional units cover: (1) AM/FM transmitter and receiver basics; and (2) satellite systems, antennas, and analyzers.…

Sarah J. Hale High School-Project SABER.

ERIC Educational Resources Information Center

Rosenblatt, Harold

Project SABER, which operated in Sarah J. Hale High School in South Brooklyn, New York, consisted of bilingual instructional and supportive services to 9th and 10th grade Spanish language students. Students received bilingual instruction in social studies, science, math, and Spanish. All the SABER students received English as a second language…

The Instructional Effect of Color in Immediate and Delayed Retention.

ERIC Educational Resources Information Center

Lamberski, Richard J.

The effect of verbal and visual (color or black/white) coding strategies in self-paced instruction and test materials in facilitating student retention on different cognitive tasks was studied. The 176 college student subjects received instruction and testing using varied combinations of color or black/white materials. Instructional materials were…

Exploring Mathematics Problems Prepares Children to Learn from Instruction

ERIC Educational Resources Information Center

DeCaro, Marci S.; Rittle-Johnson, Bethany

2012-01-01

Both exploration and explicit instruction are thought to benefit learning in many ways, but much less is known about how the two can be combined. We tested the hypothesis that engaging in exploratory activities prior to receiving explicit instruction better prepares children to learn from the instruction. Children (159 second- to fourth-grade…

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2010-01-01

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School.

PubMed

Christodoulou, Joanna A; Cyr, Abigail; Murtagh, Jack; Chang, Patricia; Lin, Jiayi; Guarino, Anthony J; Hook, Pamela; Gabrieli, John D E

Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6-9) were randomly assigned to receive Lindamood-Bell's Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

An investigation of the role of parental request for self-correction of stuttering in the Lidcombe Program.

PubMed

Donaghy, Michelle; Harrison, Elisabeth; O'Brian, Sue; Menzies, Ross; Onslow, Mark; Packman, Ann; Jones, Mark

2015-01-01

The Lidcombe Program is a behavioural treatment for stuttering in children younger than 6 years that is supported by evidence of efficacy and effectiveness. The treatment incorporates parent verbal contingencies for stutter-free speech and for stuttering. However, the contribution of those contingencies to reductions in stuttering in the program is unclear. Thirty-four parent-child dyads were randomized to two treatment groups. The control group received standard Lidcombe Program and the experimental group received Lidcombe Program without instruction to parents to use the verbal contingency request for self-correction. Treatment responsiveness was measured as time to 50% stuttering severity reduction. No differences were found between groups on primary outcome measures of the number of weeks and clinic visits to 50% reduction in stuttering severity. This clinical experiment challenges the assumption that the verbal contingency request for self-correction contributes to treatment efficacy. Results suggest the need for further research to explore this issue.

Investigating the Secondary Effects of Processing Instruction in Spanish: From Instruction on Accusative Clitics to Transfer-of-Training Effects on Dative Clitics

ERIC Educational Resources Information Center

Leeser, Michael; DeMil, Andrew

2013-01-01

In this article, we examine whether the effectiveness of processing instruction (PI) is limited to forms targeted in the instructional treatment (primary effects) or whether it also extends to other forms (transfer-of-training effects). L2 Spanish learners (N = 123) received either PI or traditional instruction (TI) targeting third-person…

Alterations in plaque accumulation and gingival inflammation promoted by treatment with self-ligating and conventional orthodontic brackets

PubMed Central

Cardoso, Mauricio de Almeida; Saraiva, Patrícia Pinto; Maltagliati, Liliana Ávila; Rhoden, Fernando Kleinübing; Costa, Carla Cristina Alvarenga; Normando, David; Capelozza, Leopoldino

2015-01-01

OBJECTIVE: The aim of the present study was to evaluate, comparatively, the periodontal response during orthodontic treatment performed with self-ligating and conventional brackets. METHODS: Sixteen Caucasian individuals of both sexes, aged between 12 and 16 years old and in permanent dentition were selected. Eight individuals were treated with conventional brackets installed on the lower dental arch and self-ligating brackets on the upper arch. Another eight individuals received self-ligating brackets in the lower arch and conventional brackets in the upper arch. The subjects received material and instructions for oral hygiene. Visible plaque index (VPI), gingival bleeding index (GBI) and clinical attachment level (CAL) were evaluated just after installation of orthodontic appliances, and 30, 60 and 180 days later. Mann-Whitney test was used to compare differences between groups (self-ligating and conventional), two-way ANOVA followed by Tukey's test was used to assess CAL at each site of each tooth. Significance level was set at 5%. RESULTS: No significant changes were found with regard to the assessed parameters (VPI, GBI and CAL) in either one of the systems. CONCLUSION: No significant changes were found with regard to the periodontal response to orthodontic treatment for the variables assessed and between subjects receiving passive self-ligating and conventional brackets. All individuals had received oral hygiene instructions and had their periodontal conditions monitored. PMID:25992985

Alterations in plaque accumulation and gingival inflammation promoted by treatment with self-ligating and conventional orthodontic brackets.

PubMed

Cardoso, Mauricio de Almeida; Saraiva, Patrícia Pinto; Maltagliati, Liliana Ávila; Rhoden, Fernando Kleinübing; Costa, Carla Cristina Alvarenga; Normando, David; Capelozza Filho, Leopoldino

2015-01-01

The aim of the present study was to evaluate, comparatively, the periodontal response during orthodontic treatment performed with self-ligating and conventional brackets. Sixteen Caucasian individuals of both sexes, aged between 12 and 16 years old and in permanent dentition were selected. Eight individuals were treated with conventional brackets installed on the lower dental arch and self-ligating brackets on the upper arch. Another eight individuals received self-ligating brackets in the lower arch and conventional brackets in the upper arch. The subjects received material and instructions for oral hygiene. Visible plaque index (VPI), gingival bleeding index (GBI) and clinical attachment level (CAL) were evaluated just after installation of orthodontic appliances, and 30, 60 and 180 days later. Mann-Whitney test was used to compare differences between groups (self-ligating and conventional), two-way ANOVA followed by Tukey's test was used to assess CAL at each site of each tooth. Significance level was set at 5%. No significant changes were found with regard to the assessed parameters (VPI, GBI and CAL) in either one of the systems. No significant changes were found with regard to the periodontal response to orthodontic treatment for the variables assessed and between subjects receiving passive self-ligating and conventional brackets. All individuals had received oral hygiene instructions and had their periodontal conditions monitored.

Improving the quality of colonoscopy bowel preparation using a smart phone application: a randomized trial.

PubMed

Lorenzo-Zúñiga, Vicente; Moreno de Vega, Vicente; Marín, Ingrid; Barberá, Marta; Boix, Jaume

2015-07-01

Getting ready for a colonoscopy is difficult and involves many steps. Information given to patients is very important for adherence to treatment. We created a novel smart phone application (SPA) aimed to increase bowel preparation quality and patient satisfaction. We carried out a prospective, endoscopist-blinded, randomized, controlled trial. We enrolled 260 outpatient (58% female, age range 21-75 years) owners of a smartphone. Patients were allocated to two different protocols: instructions provided by SPA (SPA group; n = 108) or written instructions with visual aids (control group; n = 152). All procedures were carried out in the afternoon and patients received the same purgative regimen (2 L polyethylene glycol (PEG) solution plus ascorbic acid), in a full-dose same-day regimen. The study was designed to detect an improvement in quality of bowel preparation using the Harefield Cleansing Scale (HCS) scale. Effect of protocol on patient satisfaction was assessed with a specific questionnaire at the time of colonoscopy. Proportion of patients who obtained successful bowel preparation for colonoscopy (HCS A or B) was significantly higher in the SPA group than in the control group (100% vs 96.1%, respectively; P = 0.037). Mean global HCS scores were similar in both groups. Patient-reported tolerability and overall experience with the prescribed bowel preparation were significantly higher for the SPA group than for the control group. Successful cleansing and patient acceptability with the use of SPA were superior to written instructions in outpatients submitted for colonoscopy using 2 L PEG solution plus ascorbic acid. © 2015 The Authors. Digestive Endoscopy © 2015 Japan Gastroenterological Endoscopy Society.

An analysis of science instruction in the fifth-grade science classroom: Investigating activity-based instruction with student-generated discussion

NASA Astrophysics Data System (ADS)

Vowell, Julie E.

The purpose of this study was to determine the extent to which debriefing impacts the level of cognitive understanding among students in the fifth-grade science classroom. This mixed methods study involved two fifth-grade science classrooms (N = 39) in a one month exploration of rocks and minerals. Two fifth-grade science classrooms participated in a unit using identical content, but had different pedagogical orientations. The experimental class was taught using the "Do-Talk-Do-Debrief" instructional method and the control class was taught using the "Do-Talk-Do" instructional method without the "Debrief" (metacognitive component). Research for the quantitative portion of this study was conducted using a pretest-posttest control-group design. The design was used to test the hypothesized relationship between an activity-based instructional method with debriefing and students' achievement. Two intact, equivalent fifth-grade classes were randomly assigned to treatment and control conditions. Prior to the beginning of the study, a researcher-developed pretest was administered to all participants to assess the students' prior knowledge of rocks and minerals. A posttest measure was given to the participants upon conclusion of the unit to measure knowledge and understanding. Following the posttest, the participants did not receive additional instruction over rocks and minerals. A similar posttest was administered to both groups two weeks later as an added measure for retention. A t-test for independent samples was used to examine differences on the pretest between the experimental and control groups. Likewise, a t-test was used to compare the mean scores on the first posttest (achievement). A separate t-test was conducted on the second posttest (retention) and was followed by a Pearson Product Moment Correlation, conducted by group. Research for the qualitative portion of this study involved classroom observations throughout the rock and mineral unit followed by a teacher interview. Observations were made in two fifth-grade classrooms and Flanders' Categories for Interaction Analysis was used as a framework for observing the level of social interaction. The observations were transcribed and developed into a "thick" record as suggested by Dr. Phil Carspecken's stages of qualitative research. Member checking and peer debriefing techniques were employed to increase the trustworthiness of the study. The quantitative data suggested science achievement of fifth-grade science students who learned through activity-based instruction with debriefing was statistically significantly higher than the science achievement of fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the first posttest. Also, student retention as measured by fifth-grade science students who learned through activity-based instruction was statistically significantly higher than fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the second posttest. Additionally, the effect sizes for achievement and retention were very large and educationally meaningful. Activity-based instruction enhanced with debriefing resulted in a deeper construction of knowledge and retention of understanding.

Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement

PubMed Central

Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica; Lundblom, Erin; Crowe, Elizabeth C; Fishman, Barry

2011-01-01

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. PMID:22229058

The effects of a computer skill training programme adopting social comparison and self-efficacy enhancement strategies on self-concept and skill outcome in trainees with physical disabilities.

PubMed

Tam, S F

2000-10-15

The aim of this controlled, quasi-experimental study was to evaluate the effects of both self-efficacy enhancement and social comparison training strategy on computer skills learning and self-concept outcome of trainees with physical disabilities. The self-efficacy enhancement group comprised 16 trainees, the tutorial training group comprised 15 trainees, and there were 25 subjects in the control group. Both the self-efficacy enhancement group and the tutorial training group received a 15 week computer skills training course, including generic Chinese computer operation, Chinese word processing and Chinese desktop publishing skills. The self-efficacy enhancement group received training with tutorial instructions that incorporated self-efficacy enhancement strategies and experienced self-enhancing social comparisons. The tutorial training group received behavioural learning-based tutorials only, and the control group did not receive any training. The following measurements were employed to evaluate the outcomes: the Self-Concept Questionnaire for the Physically Disabled Hong Kong Chinese (SCQPD), the computer self-efficacy rating scale and the computer performance rating scale. The self-efficacy enhancement group showed significantly better computer skills learning outcome, total self-concept, and social self-concept than the tutorial training group. The self-efficacy enhancement group did not show significant changes in their computer self-efficacy: however, the tutorial training group showed a significant lowering of their computer self-efficacy. The training strategy that incorporated self-efficacy enhancement and positive social comparison experiences maintained the computer self-efficacy of trainees with physical disabilities. This strategy was more effective in improving the learning outcome (p = 0.01) and self-concept (p = 0.05) of the trainees than the conventional tutorial-based training strategy.

Cost-effectiveness of a standard intervention versus a navigated intervention on colorectal cancer screening use in primary care.

PubMed

Lairson, David R; Dicarlo, Melissa; Deshmuk, Ashish A; Fagan, Heather B; Sifri, Randa; Katurakes, Nora; Cocroft, James; Sendecki, Jocelyn; Swan, Heidi; Vernon, Sally W; Myers, Ronald E

2014-04-01

Colorectal cancer (CRC) screening is cost-effective but underused. The objective of this study was to determine the cost-effectiveness of a mailed standard intervention (SI) and tailored navigation interventions (TNIs) to increase CRC screening use in the context of a randomized trial among primary care patients. Participants (n = 945) were randomized either to a usual care control group (n = 317), to an SI group (n = 316), or to a TNI group (n = 312). The SI group was sent both colonoscopy instructions and stool blood tests irrespective of baseline preference. TNI group participants were sent instructions for scheduling a colonoscopy, a stool blood test, or both based on their test preference, as determined at baseline; then, they received a navigation telephone call. Activity cost estimation was used to determine the cost of each intervention and to compute incremental cost-effectiveness ratios. Statistical uncertainty within the base case was assessed with 95% confidence intervals derived from net benefit regression analysis. The effects of uncertain parameters, such as the cost of planning, training, and involvement of those receiving "investigator salaries," were assessed with sensitivity analyses. Program costs of the SI were $167 per participant. The average cost of the TNI was $289 per participant. The TNI was more effective than the SI but substantially increased the cost per additional individual screened. Decision-makers need to consider cost structure, level of planning, and training required to implement these 2 intervention strategies and their willingness to pay for additional individuals screened to determine whether a tailored navigation would be justified and feasible. © 2013 American Cancer Society.

Discrete Trial Instruction vs. Mand Training for Teaching Children with Autism to Make Requests

ERIC Educational Resources Information Center

Jennett, Heather K.; Harris, Sandra L.; Delmolino, Lara

2008-01-01

The present study compared the effects of discrete trial instruction (DTI) and mand training on the acquisition of independent requests in 6 children with autism. Two multiple-probe designs across participants were conducted with 3 participants receiving mand training followed by DTI and the other 3 receiving DTI followed by mand training. Eye…

6 CFR 5.46 - Procedure when response to demand is required prior to receiving instructions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 6 Domestic Security 1 2010-01-01 2010-01-01 false Procedure when response to demand is required prior to receiving instructions. 5.46 Section 5.46 Domestic Security DEPARTMENT OF HOMELAND SECURITY, OFFICE OF THE SECRETARY DISCLOSURE OF RECORDS AND INFORMATION Disclosure of Information in Litigation § 5...

Assessing Students' Learning about Fundamental Concepts of Climate Change under Two Different Conditions

ERIC Educational Resources Information Center

Porter, Dianna; Weaver, Andrew J.; Raptis, Helen

2012-01-01

Students from three different British Columbia grade six classes were followed through two weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge gained and retained by students that received direct instruction from their science teacher, and by those who received equivalent…

Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes

ERIC Educational Resources Information Center

Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie

2017-01-01

The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…

The Relationship between Principal Beliefs about Effective Leadership Practices and the Enactment of Those Beliefs Related to Literacy Instruction

ERIC Educational Resources Information Center

Harrison, Sonya Elaine Somerville

2012-01-01

This exploratory study was prompted by mandated curricular change within the School District of Philadelphia (SDP) Empowerment Schools. Empowerment Schools are schools that receive highly targeted instructional and non-instructional resources to improve student learning. Supports and services are concentrated in four areas: instruction, student…

Comparison of Radial Shockwaves and Conventional Physiotherapy for Treating Plantar Fasciitis

PubMed Central

Greve, Júlia Maria D’Andréa; Grecco, Marcus Vinicius; Santos-Silva, Paulo Roberto

2009-01-01

OBJECTIVE: To compare radial shockwave treatment and conventional physiotherapy for plantar fasciitis. MATERIALS AND METHODS: Thirty-two patients with plantar fasciitis were included in this study. They were randomly divided into two groups. Group 1 was composed of 16 patients who underwent 10 physiotherapy sessions each, consisting of ultrasound, kinesiotherapy and instruction for stretching exercises at home. Group 2 was composed of 16 patients who underwent three applications of radial shockwaves (once a week) and received instruction for stretching exercises at home. Pain and ability to function were evaluated before treatment, immediately afterwards, and three months later. The mean age of the patients was 47.3 ± 10.3 years (range 25–68); 81% were female, 87% were overweight, 56% had bilateral impairment, and 75% used analgesics regularly. RESULTS: Both treatments were effective for pain reduction and for improving the functional abilities of patients with plantar fasciitis. The effect of the shockwaves was apparent sooner than physiotherapy after the onset of treatment. CONCLUSION: Shockwave treatment was no more effective than conventional physiotherapy treatment when evaluated three months after the end of treatment. PMID:19219314

Combined effects of repeated oral hygiene motivation and type of toothbrush on orthodontic patients: a blind randomized clinical trial.

PubMed

Marini, Ida; Bortolotti, Francesco; Parenti, Serena Incerti; Gatto, Maria Rosaria; Bonetti, Giulio Alessandri

2014-09-01

To investigate the effects on plaque index (PI) scores of manual or electric toothbrush with or without repeated oral hygiene instructions (OHI) and motivation on patients wearing fixed orthodontic appliances. One month after the orthodontic fixed appliance bonding on both arches, 60 patients were randomly assigned to four groups; groups E1 (n  =  15) and E2 (n  =  15) received a powered rotating-oscillating toothbrush, and groups M1 (n  =  15) and M2 (n  =  15) received a manual toothbrush. Groups E1 and M1 received OHI and motivation at baseline (T0) and after 4, 8, 12, 16, and 20 weeks (T4, T8, T12, T16, and T20, respectively) by a Registered Dental Hygienist; groups E2 and M2 received OHI and motivation only at baseline. At each time point a blinded examiner scored plaque of all teeth using the modified Quigley-Hein PI. In all groups the PI score decreased significantly over time, and there were differences among groups at T8, T12, T16, and T20. At T8, PI scores of group E1 were lower than those of group E2, and at T12, T16, and T20, PI scores of groups M1 and E1 were lower compared to those of groups M2 and E2. A linear mixed model showed that the effect of repeated OHI and motivation during time was statistically significant, independently from the use of manual or electric toothbrush. The present results showed that repeated OHI and motivation are crucial in reducing PI score in orthodontic patients, independent of the type of toothbrush used.

A PILOT STUDY TO DETERMINE THE INFLUENCE UPON TEACHERS AND UPON STUDENTS OF A TELEVISION PROGRAM DESIGNED TO PROVIDE IN-SERVICE TRAINING AND CLASSROOM INSTRUCTION IN SPANISH.

ERIC Educational Resources Information Center

HOWE, ELLIOT C.

THREE SMALL SCHOOLS IN UTAH, INCLUDING THREE TEACHERS AND THEIR SPANISH I STUDENTS, PARTICIPATED IN THIS STUDY. ONE TEACHER RECEIVED CONVENTIONAL IN-SERVICE TRAINING, THE OTHER TWO WERE GIVEN IN IN-SERVICE TRAINING IN TEACHING SPANISH AS THEY OBSERVED THE TELEVISION CLASS. ONE GROUP OF STUDENTS OBSERVED THE TELEVISION CLASS THREE TIMES PER WEEK…

Evaluation of Three Instructional Methods for Teaching General Chemistry.

ERIC Educational Resources Information Center

Jackman, Lance E.; And Others

1987-01-01

Reports on a study designed to determine the relative effectiveness of different instructional approaches on chemistry laboratory achievement. Investigated differences in achievement in spectrophotometry among college freshmen who received either traditional, learning cycle, or computer simulation instruction. Results indicated that students…

The effect of a program to promote play to reduce children's post-surgical pain: with plush toys, it hurts less.

PubMed

Ullán, Ana M; Belver, Manuel H; Fernández, Esperanza; Lorente, Felix; Badía, Marta; Fernández, Beatriz

2014-03-01

Various nonpharmacological strategies to relieve hospitalized children's pain propose play as a central element. Play is considered an essential resource to improve the negative psychosocial effects of the disease and the hospitalization itself. However, the empirical research of play in health settings has not received much attention. The goal of this study was to determine the effect of a program to promote play in the hospital on postsurgical pain in pediatric patients. The research hypothesis was that children will manifest less pain if they are distracted through play during the postsurgical period. We carried out a randomized parallel trial with two groups, an experimental group and a control group. The control group did not receive any specific treatment, only the standard attention contemplated in the hospital. The parents of the children from the experimental group received instructions to play with their children in the postsurgical period and specific play material with which to play. The results obtained support the research hypothesis. On average, the children from the experimental group scored lower on a pain scale than the children from the control group. This occurred in the three postsurgical measurements of pain. It is concluded that the program to promote play can decrease children's perception of pain. Copyright © 2014 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Physiotherapy exercise programmes: are instructional exercise sheets effective?

PubMed

Smith, Jo; Lewis, Jeremy; Prichard, Diana

2005-01-01

Effective compliance with physiotherapy exercises is only possible if patients remember the exercises accurately. The purpose of this study was to assess how well elderly in-patients remembered simple physiotherapy exercises, by comparing the ability to accurately reproduce a set of exercises in a group of patients that had received a written exercise sheet, with a group that had not. The study also aimed to investigate the relationship between memory for exercises and cognition. Sixty-four in-patients in an acute hospital were taught 3 exercises. Half of the subjects were randomised to receive exercise sheets to reinforce the teaching (Group 1). The rest of the subjects did not receive this memory aid (Group 2). Two to three days later subjects were asked to demonstrate their exercises. The accurate recall of the exercises was scored using a new assessment scale with a maximum score of 24. The mean exercise score was 17.19 for group 1 (SD = 5.91) and 16.24 for Group 2 (SD = 6.01). There was no significant difference in exercise score between groups (Mann Whitney U test p = 0.44). There was a statistically significant small positive correlation between exercise score and cognition (tau = 0.263). The study showed that older adult in-patients do not remember physiotherapy exercises effectively after a single teaching session and that their memory is not significantly improved by provision of an exercise sheet.

Opcode counting for performance measurement

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

Gara, Alan; Satterfield, David L.; Walkup, Robert E.

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions ofmore » the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.« less

Opcode counting for performance measurement

DOEpatents

Gara, Alan; Satterfield, David L; Walkup, Robert E

2013-10-29

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

Opcode counting for performance measurement

DOEpatents

Gara, Alan; Satterfield, David L.; Walkup, Robert E.

2015-08-11

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

Opcode counting for performance measurement

DOEpatents

Gara, Alan; Satterfield, David L.; Walkup, Robert E.

2016-10-18

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

Backlash against the inclusion of students with learning disabilities in higher education: Implications for transition from post-secondary environments to work.

PubMed

Cook, Bryan G.; Gerber, Michael M.; Murphy, Jane

2000-01-01

Individuals with learning disabilities (LD), the largest group of people with disabilities in the United States, are attending college in greater numbers than ever before. Post-secondary training is critical for individuals with LD to make successful transitions into a changing and ever more demanding world of work. Research indicating that college faculty are willing to provide requested accommodations to students with LD suggests that they are increasingly likely to experience successful post-secondary outcomes, and therefore improve their vocational prospects. However, college students with LD and the accommodations they receive have recently garnered some highly critical press. These portrayals may portend problems in higher education for students with LD, who must self-identify and make specific accommodation requests to faculty in order to receive the instruction and testing environments that they require to succeed. Efforts to ensure that the LD label is not ubiquitously applied and that college faculty attempt to separate the idea of merit from achievement and implement instructional practices to better meet the educational needs of students with and without LD are recommended.

32 CFR 632.6 - Administrative instructions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 4 2010-07-01 2010-07-01 true Administrative instructions. 632.6 Section 632.6 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY (CONTINUED) LAW ENFORCEMENT AND..., or US military prisoners' guard duties will, before performing these duties— (1) Receive instructions...

Effects of visual feedback-induced variability on motor learning of handrim wheelchair propulsion.

PubMed

Leving, Marika T; Vegter, Riemer J K; Hartog, Johanneke; Lamoth, Claudine J C; de Groot, Sonja; van der Woude, Lucas H V

2015-01-01

It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process. 17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block) and optimize it in the prescribed direction (2nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability. The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group. These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear simultaneously during the motor learning process. Their relationship is most likely modified by other factors such as the amount of the intra-individual variability.

Effects of Visual Feedback-Induced Variability on Motor Learning of Handrim Wheelchair Propulsion

PubMed Central

Leving, Marika T.; Vegter, Riemer J. K.; Hartog, Johanneke; Lamoth, Claudine J. C.; de Groot, Sonja; van der Woude, Lucas H. V.

2015-01-01

Background It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process. Methods 17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block) and optimize it in the prescribed direction (2nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability. Results The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group. Conclusion These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear simultaneously during the motor learning process. Their relationship is most likely modified by other factors such as the amount of the intra-individual variability. PMID:25992626

Effect of standardized training on the reliability of the Cochrane risk of bias assessment tool: a study protocol.

PubMed

da Costa, Bruno R; Resta, Nina M; Beckett, Brooke; Israel-Stahre, Nicholas; Diaz, Alison; Johnston, Bradley C; Egger, Matthias; Jüni, Peter; Armijo-Olivo, Susan

2014-12-13

The Cochrane risk of bias (RoB) tool has been widely embraced by the systematic review community, but several studies have reported that its reliability is low. We aim to investigate whether training of raters, including objective and standardized instructions on how to assess risk of bias, can improve the reliability of this tool. We describe the methods that will be used in this investigation and present an intensive standardized training package for risk of bias assessment that could be used by contributors to the Cochrane Collaboration and other reviewers. This is a pilot study. We will first perform a systematic literature review to identify randomized clinical trials (RCTs) that will be used for risk of bias assessment. Using the identified RCTs, we will then do a randomized experiment, where raters will be allocated to two different training schemes: minimal training and intensive standardized training. We will calculate the chance-corrected weighted Kappa with 95% confidence intervals to quantify within- and between-group Kappa agreement for each of the domains of the risk of bias tool. To calculate between-group Kappa agreement, we will use risk of bias assessments from pairs of raters after resolution of disagreements. Between-group Kappa agreement will quantify the agreement between the risk of bias assessment of raters in the training groups and the risk of bias assessment of experienced raters. To compare agreement of raters under different training conditions, we will calculate differences between Kappa values with 95% confidence intervals. This study will investigate whether the reliability of the risk of bias tool can be improved by training raters using standardized instructions for risk of bias assessment. One group of inexperienced raters will receive intensive training on risk of bias assessment and the other will receive minimal training. By including a control group with minimal training, we will attempt to mimic what many review authors commonly have to do, that is-conduct risk of bias assessment in RCTs without much formal training or standardized instructions. If our results indicate that an intense standardized training does improve the reliability of the RoB tool, our study is likely to help improve the quality of risk of bias assessments, which is a central component of evidence synthesis.

The effects of integrated nursing education on quality of life and health-related outcomes among obstructive sleep apnea patients receiving continuous positive airway pressure therapy.

PubMed

Hu, Shui-Tao; Yu, Chung-Chieh; Liu, Chieh-Yu; Tsao, Lee-Ing

2017-12-01

This study sought to examine the effects of a nursing education program on quality of life and sleep disturbance among obstructive sleep apnea (OSA) patients receiving continuous positive airway pressure (CPAP) therapy. This study was a randomized controlled trial with an intervention group consisting of a nursing education program. The intervention group received the instruction of the CPAP nursing education program, and the control group received routine care. Data was collected for both groups before the intervention (pre-test), on the 7th day measurement after the intervention, and on the 30th day measurement after the intervention. The results showed, first, that the intervention group reported a significantly reduced level of disturbance from wearing CPAP compared with that of the control group after the intervention (β = -1.83, p = .040). Second, the Calgary sleep apnea quality of life index (SAQLI) total scores significantly improved after the intervention (β = 1.669, p = 0.014). Also, symptoms of the SAQLI sub-items were improved and significantly different (β = 5.69, p = 0.007) after the intervention in the intervention group. According to the results of the study, the disturbance from wearing CPAP, the total score of the SAQLI and the symptoms of the SAQLI were significantly improved after the nursing education intervention. Therefore, an adequate nursing education program is recommended for the initial period of CPAP use among OSA patients.

Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

ERIC Educational Resources Information Center

Schechter, Rachel; Macaruso, Paul; Kazakoff, Elizabeth R.; Brooke, Elizabeth

2015-01-01

This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language…

30 CFR 48.5 - Training of new miners; minimum courses of instruction; hours of instruction.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Training of new miners; minimum courses of... Underground Miners § 48.5 Training of new miners; minimum courses of instruction; hours of instruction. (a) Each new miner shall receive no less than 40 hours of training as prescribed in this section before...

The effects of instructions on mothers' ratings of child attention-deficit/hyperactivity disorder symptoms.

PubMed

Johnston, Charlotte; Weiss, Margaret; Murray, Candice; Miller, Natalie

2011-11-01

We examined whether instructional materials describing how to rate child ADHD symptoms would improve the accuracy of mothers' ratings of ADHD symptoms presented in standard child behavior stimuli, and whether instructions would be equally effective across a range of maternal depressive symptoms and family incomes. A community sample of 100 mothers with 5 to 12 year old sons were randomly assigned to either receive or not receive the instructions. All mothers watched standard video recordings of boys displaying nonproblem behavior, ADHD symptoms, ADHD plus oppositional behaviors, or ADHD plus anxious behaviors, and then rated the ADHD symptoms of the boys in the videos. These ratings were compared to ratings of the boys' ADHD symptoms made by objective coders. Results indicated an interaction such that the instructional materials improved the agreement between mothers' and coders' ratings, but only for mothers at lower family income levels. The instructional materials improved all mothers' open-ended responses regarding knowledge of ADHD. All mothers rated more ADHD symptoms in boys with comorbid oppositional or anxious behaviors, and this effect was not reduced by the instructional materials. The potential utility of these instructions to improve the accuracy of ratings of child ADHD symptoms is explored.

Enhanced Web-Based Otitis Study Case vs Simple Paper-Case: Impact on Medical Student Objective Structured Clinical Exam (OSCE) Performance.

PubMed

Malloy, Michael H

2002-12-01

Distance education methods have taken on greater importance as medical student education has moved off campus into the community. What the best methods are for conveying information to students at distant sites has not been determined. To determine if students at distant community sites who received an otitis media study case by e-mail that was enhanced with a referral to a web-based otitis study case, performed better on otitis OSCE stations than students who received the same case not enhanced with visuals or referrals to a web-based otitis case. Students were randomized by community site to receive either the enhanced (E) or simple otitis study case (S). Students were e-mailed an otitis media study case during the 5th week of the rotation. Those randomized to the E-case received a case that started with a case scenario followed by a "Task" that instructed them to go to this web address: http://www.aap.org/otitismedia/www/vc/ear/index.cfm (American Academy of Pediatrics Otitis Web Site). They were then to select "Case 1" which was a continuation of the case scenario present on their e-mail. A list of learning objectives was also printed on the e-mail. Students receiving the S-case viewed the same case scenario and objectives, but were not instructed to go to the web-page. All students rotated through two OSCE otitis stations. In the first station they interviewed a simulated patient(OSCE-SP) and counseled her on the management of her 12 month old with otitis. Within that station they viewed a video of a pneumoscopic exam of two ears, one ear with otitis and the other ear normal. At the 2 nd otitis station the student presented the case to a faculty and was asked a series of questions about otitis media(OSCE-PR). Scores on the two stations were compared by group. There were 198 students who took the OSCE. 178 (90%) responded to a survey that indicated they had opened and read the e-mailed case. There were 87 students in the E-group and 91 in the S-group. The mean ±s.d. OSCE-SP station score for the E-group was 72.6 ±12.0 vs 75.4 ±9.8 for the S-group, p=0.09. For the otitis presentation station the scores for the E-group and S-group were respectively, 82.9 ±9.6 and 83.7 ±9.4, p=0.55. These data suggest that enhanced visual distance education cases may offer no distinct advantage over simple paper-type case study guides.

Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students.

PubMed

Novick, Laura R; Catley, Kefyn M

2016-01-01

The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology class for science majors. We present the results of a study involving 117 undergraduates who received either our new research-based tree-thinking curriculum or business-as-usual instruction. We found greater gains in tree-thinking abilities for the experimental instruction group than for the business-as-usual group, as measured by performance on our novel assessment instrument. This was a medium size effect. These gains were observed on an unannounced test that was administered ∼5-6 weeks after the primary instruction in tree thinking. The nature of students' postinstruction difficulties with tree thinking suggests that the critical underlying concept for acquiring expert-level competence in this area is understanding that any specific phylogenetic tree is a subset of the complete, unimaginably large ToL. © 2016 L. R. Novick and K. M. Catley. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Archery: A Planning Guide for Group and Individual Instruction.

ERIC Educational Resources Information Center

American Association for Health, Physical Education, and Recreation, Washington, DC.

This instructor's manual for group or individual instruction in archery includes line drawings as illustrations. The manual advances from facilities to beginning instruction and general instructional practices (safety tips, instructional aids, archery etiquette) to intermediate instruction (discussions of causes of faulty arrow flight, analysis of…

Instructional Time Trends. Education Trends

ERIC Educational Resources Information Center

Woods, Julie Rowland

2015-01-01

For more than 30 years, Education Commission of the States has tracked instructional time and frequently receives requests for information about policies and trends. In this Education Trends report, Education Commission of the States addresses some of the more frequent questions, including the impact of instructional time on achievement, variation…

Instruction in the Responsible Conduct of Research: An Inventory of Programs and Materials within CTSAs

PubMed Central

DuBois, James M.; Schilling, Debie A.; Heitman, Elizabeth; Steneck, Nicholas H.; Kon, Alexander A.

2010-01-01

Abstract The National Institutes of Health (NIH) require instruction in the responsible conduct of research (RCR) as a component of any Clinical and Translational Science Award (CTSA). The Educational Materials Group of the NIH CTSA Consortium's Clinical Research Ethics Key Function Committee (CRE‐KFC) conducted a survey of the 38 institutions that held CTSA funding as of January 2009 to determine how they satisfy RCR training requirements. An 8‐item questionnaire was sent by email to directors of the Clinical Research Ethics, the Educational and Career Development, and the Regulatory Knowledge cores. We received 78 completed surveys from 38 CTSAs (100%). We found that there is no unified approach to RCR training across CTSAs, many programs lack a coherent plan for RCR instruction, and most CTSAs have not developed unique instructional materials tailored to the needs of clinical and translational scientists. We recommend collaboration among CTSAs and across CTSA key function committees to address these weaknesses. We also requested that institutions send electronic copies of original RCR training materials to share among CTSAs via the CTSpedia website. Twenty institutions submitted at least one educational product. The CTSpedia now contains more than 90 RCR resources. PMID:20590680

Instruction in the responsible conduct of research: an inventory of programs and materials within CTSAs.

PubMed

DuBois, James M; Schilling, Debie A; Heitman, Elizabeth; Steneck, Nicholas H; Kon, Alexander A

2010-06-01

The National Institutes of Health (NIH) require instruction in the responsible conduct of research (RCR) as a component of any Clinical and Translational Science Award (CTSA). The Educational Materials Group of the NIH CTSA Consortium's Clinical Research Ethics Key Function Committee (CRE-KFC) conducted a survey of the 38 institutions that held CTSA funding as of January 2009 to determine how they satisfy RCR training requirements. An 8-item questionnaire was sent by email to directors of the Clinical Research Ethics, the Educational and Career Development, and the Regulatory Knowledge cores. We received 78 completed surveys from 38 CTSAs (100%). We found that there is no unified approach to RCR training across CTSAs, many programs lack a coherent plan for RCR instruction, and most CTSAs have not developed unique instructional materials tailored to the needs of clinical and translational scientists. We recommend collaboration among CTSAs and across CTSA key function committees to address these weaknesses. We also requested that institutions send electronic copies of original RCR training materials to share among CTSAs via the CTSpedia website. Twenty institutions submitted at least one educational product. The CTSpedia now contains more than 90 RCR resources.

Quality of audio-assisted versus video-assisted dispatcher-instructed bystander cardiopulmonary resuscitation: A systematic review and meta-analysis.

PubMed

Lin, Yu-You; Chiang, Wen-Chu; Hsieh, Ming-Ju; Sun, Jen-Tang; Chang, Yi-Chung; Ma, Matthew Huei-Ming

2018-02-01

This study aimed to conduct a systematic review and meta-analysis comparing the effect of video-assistance and audio-assistance on quality of dispatcher-instructed cardiopulmonary resuscitation (DI-CPR) for bystanders. Five databases were searched, including PubMed, Cochrane library, Embase, Scopus and NIH clinical trial, to find randomized control trials published before June 2017. Qualitative analysis and meta-analysis were undertaken to examine the difference between the quality of video-instructed and audio-instructed dispatcher-instructed bystander CPR. The database search yielded 929 records, resulting in the inclusion of 9 relevant articles in this study. Of these, 6 were included in the meta-analysis. Initiation of chest compressions was slower in the video-instructed group than in the audio-instructed group (median delay 31.5 s; 95% CI: 10.94-52.09). The difference in the number of chest compressions per minute between the groups was 19.9 (95% CI: 10.50-29.38) with significantly faster compressions in the video-instructed group than in the audio-instructed group (104.8 vs. 80.6). The odds ratio (OR) for correct hand positioning was 0.8 (95% CI: 0.53-1.30) when comparing the audio-instructed and video-instructed groups. The differences in chest compression depth (mm) and time to first ventilation (seconds) between the video-instructed group and audio-instructed group were 1.6 mm (95% CI: -8.75, 5.55) and 7.5 s (95% CI: -56.84, 71.80), respectively. Video-instructed DI-CPR significantly improved the chest compression rate compared to the audio-instructed method, and a trend for correctness of hand position was also observed. However, this method caused a delay in the commencement of bystander-initiated CPR in the simulation setting. Copyright © 2017 Elsevier B.V. All rights reserved.

Does oral health counseling effectively improve oral hygiene of orthodontic patients?

PubMed

Lalic, M; Aleksic, E; Gajic, M; Milic, J; Malesevic, D

2012-09-01

The aim of this study was to compare the effectiveness of oral health counseling sessions with traditional oral hygiene education in orthodontic patients with fixed appliances. randomised control trial with experimental and control group. A group of 99 adolescents with fixed orthodontic appliances were randomly assigned to oral health counseling (experimental) or traditional health education (control) group. Subjects in the control group received verbal instructions and a demonstration of the modified Bass brushing technique on a model. The experimental group also received the verbal information with demonstration on the model and in addition a personalised 40-minutes counseling session on oral hygiene. Plaque Index (PI) and gingivitis (G) were recorded before, 1 and 6 months after the counseling session/traditional education. Oral health counseling and traditional education improved the oral hygiene of orthodontic patients. PI values were significantly lower after 6 months compared to the baseline in both groups, but the prevalence of gingival inflammation remained significantly lower only in the experimental group. Oral health counseling increased plaque removal efficacy and control of gingival inflammation. The efficiency of counseling and traditional education was similar. Counseling is a promising approach that warrants further attention in a variety of dental contexts.

A clinicomicrobiological study to evaluate the efficacy of manual and powered toothbrushes among autistic patients

PubMed Central

Vajawat, Mayuri; Deepika, P. C.; Kumar, Vijay; Rajeshwari, P.

2015-01-01

Aim: To compare the efficacy of powered toothbrushes in improving gingival health and reducing salivary red complex counts as compared to manual toothbrushes, among autistic individuals. Materials and Methods: Forty autistics was selected. Test group received powered toothbrushes, and control group received manual toothbrushes. Plaque index and gingival index were recorded. Unstimulated saliva was collected for analysis of red complex organisms using polymerase chain reaction. Results: A statistically significant reduction in the plaque scores was seen over a period of 12 weeks in both the groups (P < 0.001 for tests and P = 0.002 for controls). This reduction was statistically more significant in the test group (P = 0.024). A statistically significant reduction in the gingival scores was seen over a period of 12 weeks in both the groups (P < 0.001 for tests and P = 0.001 for controls). This reduction was statistically more significant in the test group (P = 0.042). No statistically significant reduction in the detection rate of red complex organisms were seen at 4 weeks in both the groups. Conclusion: Powered toothbrushes result in a significant overall improvement in gingival health when constant reinforcement of oral hygiene instructions is given. PMID:26681855

The effect of resonance tubes on glottal contact quotient with and without task instruction: a comparison of trained and untrained voices.

PubMed

Gaskill, Christopher S; Quinney, Dana M

2012-05-01

Phonation into narrow tubes or straws has been used as a voice training and voice therapy technique and belongs to a group of techniques known as semi-occluded vocal tract exercises. The use of what are called resonance tubes has received renewed attention in the voice research literature, in both theoretical and empirical studies. The assumption is that the partially occluded and lengthened vocal tract alters supraglottal acoustics in such a way as to allow phonation near a lowered first vocal tract formant, which has been suggested as a way to bring about a more efficient glottal closure pattern for sustained oscillation. In this study, two groups of male participants, 10 with no vocal training and 10 with classical vocal training, phonated into a resonance tube for approximately 1 minute. Electroglottography was used to estimate glottal contact quotient (CQ) during spoken /a/ vowels before tube phonation, during tube phonation, and again during spoken /a/ vowels after tube phonation. Half of each group of participants was made to keep pitch and loudness consistent for all phases of the experiment, replicating the method of a previous study by this author. The other half was instructed to practice phonating into the resonance tube before collecting data and was encouraged to find a pitch and loudness combination that maximized ease of phonation and a sense of forward oral resonance. Glottal CQ altered considerably from baseline for almost all participants during tube phonation, with a larger variability than that during vowel production. Small differences in glottal CQ were found as a function of training and instruction, with most participants' CQ increasing during tube phonation. A small post-tube phonation effect was found primarily for the trained and instructed group. Secondary single-subject analyses revealed large intersubject variation, highlighting the highly individualized response to the resonance tube task. Continued study of resonance tubes is recommended, comparing both male and female as well as vocally trained and untrained participants. Future studies should continue to examine systematic variations in task instruction, length of practice, and resonance tube dimensions. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Software tools for interactive instruction in radiologic anatomy.

PubMed

Alvarez, Antonio; Gold, Garry E; Tobin, Brian; Desser, Terry S

2006-04-01

To promote active learning in an introductory Radiologic Anatomy course through the use of computer-based exercises. DICOM datasets from our hospital PACS system were transferred to a networked cluster of desktop computers in a medical school classroom. Medical students in the Radiologic Anatomy course were divided into four small groups and assigned to work on a clinical case for 45 minutes. The groups used iPACS viewer software, a free DICOM viewer, to view images and annotate anatomic structures. The classroom instructor monitored and displayed each group's work sequentially on the master screen by running SynchronEyes, a software tool for controlling PC desktops remotely. Students were able to execute the assigned tasks using the iPACS software with minimal oversight or instruction. Course instructors displayed each group's work on the main display screen of the classroom as the students presented the rationale for their decisions. The interactive component of the course received high ratings from the students and overall course ratings were higher than in prior years when the course was given solely in lecture format. DICOM viewing software is an excellent tool for enabling students to learn radiologic anatomy from real-life clinical datasets. Interactive exercises performed in groups can be powerful tools for stimulating students to learn radiologic anatomy.

An Examination of Teachers' Perceptions of High-Stakes Testing

ERIC Educational Resources Information Center

Kukucka, Susan R.

2012-01-01

Mandates that follow from the No Child Left Behind Act (NCLB, 2002) led to changes to curriculum and classroom instruction. Teachers felt pressured to alter their curriculum and instructional practices. To ensure that students receive a quality education, teacher perceptions of instructional assessment and curriculum is of paramount concern,…

Reading Instruction in Science for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J.

2015-01-01

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…