An adapted, four-week mind-body skills group for medical students: reducing stress, increasing mindfulness, and enhancing self-care.

PubMed

Greeson, Jeffrey M; Toohey, Michael J; Pearce, Michelle J

2015-01-01

Despite the well-known stress of medical school, including adverse consequences for mental and behavioral health, there is little consensus about how to best intervene in a way that accommodates students׳ intense training demands, interest in science, and desire to avoid being stigmatized. The objective of this study, therefore, was to evaluate the feasibility, acceptability, and initial effectiveness of an adapted, four-week stress management and self-care workshop for medical students, which was based on the science and practice of mind-body medicine. The current study used a prospective, observational, and mixed methods design, with pretest and posttest evaluations. Participants (n = 44) included medical and physician-scientist (MD/PhD) students from a large, southeastern medical school. Feasibility was assessed by rates of workshop enrollment and completion. Acceptability was assessed using qualitative ratings and open-ended responses that queried perceived value of the workshop. Quantitative outcomes included students׳ ratings of stress and mindfulness using validated self-report surveys. Enrollment progressively increased from 6 to 15 to 23 students per workshop in 2007, 2009, and 2011, respectively. Of the 44 enrolled students, 36 (82%) completed the workshop, indicating that the four-session extracurricular format was feasible for most students. Students reported that the workshop was acceptable, stating that it helped them cope more skillfully with the stress and emotional challenges of medical school, and helped increase self-care behaviors, such as exercise, sleep, and engaging in social support. Students also reported a 32% decrease in perceived stress (P < .001; d = 1.38) and a 16% increase in mindfulness (P < .001; d = 0.92) following the workshop. Changes in stress and mindfulness were significantly correlated (r = -0.42; P = .01). Together, these findings suggest that a brief, voluntary mind-body skills workshop specifically adapted for medical students is feasible, acceptable, and effective for reducing stress, increasing mindfulness, and enhancing student self-care. Copyright © 2015 Elsevier Inc. All rights reserved.

Review of Evidence-Based Mathematics Interventions for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Hart Barnett, Juliet E.; Cleary, Shannon

2015-01-01

Students with autism spectrum disorders (ASD) are being included more frequently in the general educational setting, and are therefore increasingly expected to access and master core curricular content, including mathematics. However, mathematics often presents challenges to students with ASD. Interventions to improve the mathematics skills of…

Developing Students' Futures Thinking in Science Education

ERIC Educational Resources Information Center

Jones, Alister; Buntting, Cathy; Hipkins, Rose; McKim, Anne; Conner, Lindsey; Saunders, Kathy

2012-01-01

Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students'…

Assessing Students in the Margin: Challenges, Strategies, and Techniques

ERIC Educational Resources Information Center

Russell, Michael; Kavanaugh, Maureen

2011-01-01

The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess…

Small group activities within academic communities improve the connectedness of students and faculty.

PubMed

Brandl, Katharina; Schneid, Stephen D; Smith, Sunny; Winegarden, Babbi; Mandel, Jess; Kelly, Carolyn J

2017-08-01

The University of California, San Diego, School of Medicine implemented a curriculum change that included reduction of lectures, incorporation of problem-based learning and other small group activities. Six academic communities were introduced for teaching longitudinal curricular content and organizing extracurricular activities. Surveys were collected from 904 first- and second-year medical students over 6 years. Student satisfaction data with their sense of connectedness and community support were collected before and after the implementation of the new curriculum. In a follow-up survey, medical students rated factors that contributed to their sense of connectedness with faculty and students (n = 134). Students' perception of connectedness to faculty significantly increased following implementation of a curriculum change that included academic communities. Students ranked small group clinical skills activities within academic communities significantly higher than other activities concerning their sense of connectedness with faculty. Students' perception of connectedness among each other was high at baseline and did not significantly change. Small group activities scored higher than extracurricular activities regarding students' connectedness among themselves. The implementation of a new curriculum with more small group educational activities including academic communities enhanced connectedness between students and faculty and resulted in an increased sense of community.

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

NASA Astrophysics Data System (ADS)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Perceptions and Expectations of Online Graduate Students Regarding Synchronous Events

ERIC Educational Resources Information Center

Bailie, Jeffrey L.

2015-01-01

The purpose of this study was to gain an increased understanding of the perceptions and expectations of a group of experienced online student participants regarding synchronous events in the higher learning setting. Areas of inquiry posed to online student panelists included whether they expected live events to be included in their classes, and…

Focusing on Impact: An Institutional Action Framework for Increasing Community College Student Completion

ERIC Educational Resources Information Center

Quirk-Bailey, Sheila K.

2015-01-01

The historical focus of community college administrators has been student access. Recently, the focus has expanded to include completion as calls for accountability increase and college officials realize that the opportunities they provide go largely unrealized unless students earn credentials. In 2010, Goldrick-Rab demonstrated that the major…

Increasing College-Going Self-Efficacy of Rural Fifth Grade Students

ERIC Educational Resources Information Center

Jensen, Michelle L.

2013-01-01

The work of professional school counselors in helping students achieve academically and increasing their college-going rates is significant work. Research indicates that high school and even middle school is often too late for students to begin the process of college and career planning. This dissertation includes two manuscripts. The first…

College Cafeteria Signage Increases Water Intake but Water Position on the Soda Dispenser Encourages More Soda Consumption.

PubMed

Montuclard, Astrid Linn; Park-Mroch, Jennifer; O'Shea, Amy M J; Wansink, Brian; Irvin, Jill; Laroche, Helena H

2017-10-01

To evaluate the effects of improved water location visibility and water dispenser position on the soda dispenser on undergraduate students' beverage choices. Two focus groups with pilot intervention surveys before and after, adding a small sign above the soda dispensers' water button for 6 weeks in a large US university's all-you-can-eat, prepaid dining hall (measured with chi-square tests and logistic and ordinal logistic regression). Focus groups included 15 students. Survey participants included 357 students before and 301 after the intervention. After the intervention, more students reported ever having drunk water with the meal (66.4% to 77.0%; P = .003) and water consumption frequency increased (P = .005). Postintervention, the odds of drinking water increased by 1.57. Preference for other drinks was the main reason for not drinking water. A total of 59% of students had ever changed their preference from water to soda. The clear indication of the water's location increased students' reported water consumption. Further investigation is needed into how a non-independent water dispenser influences students' beverage choice. Clearly labeled, independent water dispensers are recommended. Copyright © 2017 Society for Nutrition Education and Behavior. All rights reserved.

Attitudes toward Including Students with Intellectual Disabilities at College

ERIC Educational Resources Information Center

Griffin, Megan M.; Summer, Allison H.; McMillan, Elise D.; Day, Tammy L.; Hodapp, Robert M.

2012-01-01

Although inclusive postsecondary education programs are increasingly available, little is known about the attitudes of matriculating college students toward the inclusion of students with intellectual disabilities in their classes. To assess these attitudes, the authors surveyed 256 college students about their attitudes toward students with…

Teacher Perceptions about the Importance of Parental Involvement for Included Students with Learning Disabilities in New York Metropolitan Area Orthodox Yeshivas and Day Schools

ERIC Educational Resources Information Center

Grossman, Goldie Eichorn

2010-01-01

The population of students attending Jewish day schools includes an increasing number of students with exceptional needs. How Jewish schools meet the needs of these students is an important question. Inclusive education is a service model predicated on legal and philosophical mores as well as pedagogical and psychological findings. The quality of…

Initial evaluation of a student-run fruit and vegetable business in urban high schools.

PubMed

Sikic, Nicholas I; Erbstein, Nancy; Welch, Kearnan; Grundberg, Ethan; Miller, Elizabeth

2012-11-01

This study examined the acceptability and feasibility of Fresh Producers, a student-run fruit and vegetable distribution program at three urban high schools located in low-income neighborhoods, and its potential impact on the nutrition and professional development of participating students. Thirteen focus groups conducted with 72 students explored the program's impact on their dietary habits and professional skill development, and discussed program challenges. Responses were coded for common themes by multiple investigators. Participants reported increased fruit and vegetable consumption, and improved interpersonal, team-building, and organizational skills. Challenges included integration into the school schedule and environment and limited faculty support for business activities. This program is acceptable and feasible for secondary school students in a variety of school settings. Students reported positive changes in professional skills and nutrition. Training and support for students and faculty, including strategies to improve program integration into the school context, could increase participation.

Technology Readiness of Early Career Nurse Trainees: Utilization of the Technology Readiness Index (TRI).

PubMed

Odlum, Michelle

2016-01-01

Health Information Technology (HIT) adoption by clinicians, including nurses, will lead to reduction in healthcare costs and clinical errors and improve health outcomes. Understanding the importance of technology adoption, the current study utilized the Technology Readiness Index to explore technology perceptions of nursing students. Our analysis identifies factors that may influence perceptions of technology, including decreased optimism for students with clinical experience and increased discomfort of US born students. Our study provides insight to inform training programs to further meet the increasing demands of skilled nursing staff.

Library Research Success: Designing an Online Tutorial To Teach Information Literacy Skills to First-Year Students.

ERIC Educational Resources Information Center

Donaldson, Kelly A.

2000-01-01

Reports on a collaborative effort between librarians and faculty at Seneca College (Toronto) to develop and implement an online, interactive tutorial for first-year business students that used Web-based technology. Discusses objectives, including increasing student knowledge of library resources and to increase levels of information literacy and…

Seizing the Moment: Community Colleges Collaborating with K-12 to Improve Student Success

ERIC Educational Resources Information Center

American Association of Community Colleges, 2016

2016-01-01

With the national spotlight on community colleges, the sector has a unique opportunity to seize the moment and collaborate with K-12 to increase student success. Efforts to increase community college access and open doors to more students must include a complementary focus on improving readiness. Otherwise, remediation rates will remain…

The Implementation of Content Enhancement Routines for Improved Content Literacy for Middle and Secondary Social Studies Students

ERIC Educational Resources Information Center

Little, Mary E.; Hahs-Vaughn, Debbie L.

2007-01-01

The increased demands for access to and accountability for mastery of the general education curriculum by all students, including students with disabilities, is a current reality within schools. A number of factors have been suggested to promote school reform, classroom implementation, and increase the rates of high fidelity implementation of…

An Examination of the Predictive Relationship between Mode of Instruction and Student Success in Introductory Biology

ERIC Educational Resources Information Center

Hauser, Lynette Kathleen

2013-01-01

Community colleges continue to increase online course offerings as these institutions strive to offer open access, cost effective education to a growing student population. With an increased student demand for online learning, community colleges should explore the possibility of offering all courses in the online environment, including science…

Structural Intervention With School Nurses Increases Receipt of Sexual Health Care Among Male High School Students.

PubMed

Dittus, Patricia J; Harper, Christopher R; Becasen, Jeffrey S; Donatello, Robin A; Ethier, Kathleen A

2018-01-01

Adolescent males are less likely to receive health care and have lower levels of sexual and reproductive health (SRH) knowledge than adolescent females. The purpose of this study was to determine if a school-based structural intervention focused on school nurses increases receipt of condoms and SRH information among male students. Interventions to improve student access to sexual and reproductive health care were implemented in six urban high schools with a matched set of comparison schools. Interventions included working with school nurses to improve access to sexual and reproductive health care, including the provision of condoms and information about pregnancy and sexually transmitted disease prevention and services. Intervention effects were assessed through five cross-sectional yearly surveys, and analyses include data from 13,740 male students. Nurses in intervention schools changed their interactions with male students who visited them for services, such that, among those who reported they went to the school nurse for any reason in the previous year, those in intervention schools reported significant increases in receipt of sexual health services over the course of the study compared with students in comparison schools. Further, these results translated into population-level effects. Among all male students surveyed, those in intervention schools were more likely than those in comparison schools to report increases in receipt of sexual health services from school nurses. With a minimal investment of resources, school nurses can become important sources of SRH information and condoms for male high school students. Published by Elsevier Inc.

Effective Education Materials to Advance Stroke Awareness Without Teacher Participation in Junior High School Students.

PubMed

Ohyama, Satoshi; Yokota, Chiaki; Miyashita, Fumio; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Toyoda, Kazunori; Minematsu, Kazuo

2015-11-01

Youth stroke education is promising for the spread of stroke awareness. The aim of this study was to examine whether our stroke awareness teaching materials without teacher's participation can increase student awareness to act fast on suspected stroke signs. We used the face, arm, speech, and time (FAST) mnemonic derived from the Cincinnati Prehospital Stroke Scale. Seventy-three students of the second grade and 72 students of the third grade (age range, 13-15 years) in a junior high school were enrolled in the study. The students were divided into 2 groups: students who received a teacher's lesson (group I) and those who did not receive a teacher's lesson (group II). Students in group II watched an animated cartoon and read a Manga comic in class. All students took the educational aids home, including the Manga comic and magnetic posters printed with the FAST message. Questionnaires on stroke knowledge were examined at baseline and immediately and 3 months after receiving the intervention. At 3 months after the intervention, a significant improvement in understanding the FAST message was confirmed in both the groups (group I, 85%; group II, 94%). Significant increases in the knowledge of risk factors were not observed in each group. Our education materials include a Manga comic, an animated cartoon, and a magnetic poster, without an accompanying teacher's lesson can increase stroke awareness, including the FAST message, in junior high school students. Copyright © 2015 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Engaging Medical Students in Research: Reaching out to the Next Generation of Physician-Scientists

PubMed Central

Cluver, Jeffrey S.; Book, Sarah W.; Brady, Kathleen T.; Thornley, Nicola; Back, Sudie E.

2013-01-01

Objective The authors describe a multifaceted educational training approach aimed at increasing medical student involvement in psychiatric research. Method A description of the initiative is provided, including the rationale and expected impact of each component. Results Medical student involvement in research projects has increased steadily since implementation. This applies to summer research projects as well as elective research rotations for senior medical students. Furthermore, a substantial proportion of students who participate in research continue to engage in research activities following completion of the program (e.g., through additional research participation, conference presentations). Conclusion A proactive and well-organized approach to encouraging medical student participation in research can increase the number of students who choose to engage in a research and may ultimately help increase the number of physician-scientists. PMID:24913099

Student views on the role of self-regulated learning in a surgery clerkship.

PubMed

Lyons-Warren, Ariel M; Kirby, John P; Larsen, Douglas P

2016-12-01

Self-regulated learning, including student-generated learning goals and flexibility in the learning structure are increasingly being used to enhance medical education. The role of these practices in surgical education of medical students has not been studied. We administered an 18-question electronic survey to all third-year medical students at Washington University in St. Louis School of Medicine. Of the 126 students invited, 64 responded and 56 were included in the analysis. We found that third-year medical students develop learning goals at the beginning of the surgery clerkship. Although these learning goals theoretically can be a mechanism for enhanced student-faculty engagement, students are not aware of formal mechanisms for sharing these goals with faculty members. Furthermore, students report a lack of flexibility within the surgery clerkship and discomfort with requesting specific learning opportunities. Finally, students report that they believe increased flexibility could improve student engagement, learning, and the overall clerkship experience. We therefore propose that a mechanism for students to share their learning goals with faculty and an infrastructure in which student learning experiences can be tailored to fit with these individualized goals would enhance student surgical learning. Copyright © 2016 Elsevier Inc. All rights reserved.

Increasing Self-Confidence of Indonesian Low Ability Student with Green’s Motivational Strategies

NASA Astrophysics Data System (ADS)

Siregar, I.; Darhim; Asih, E. C. M.

2017-02-01

Self-confidence is the important factor of mathematical learning, But in the reality, many 8th grade students do not have good self-confidence. To increasing the self-confidence is used Green’s motivational strategies. So the purpose of the research is to know whether the Green’s motivational strategies can increase the self-confidence of 8th grade students. The research focus on Indonesian junior high school student with lower ability. The research used qualitative research method, with basic qualitative research approach design. The activity included teaching material development and interview with student. From all conversation on the interview with students, students have satisfied feel. Students’s self-confidence has changed better. All students show up that they can handle all matematical problems.

Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences

ERIC Educational Resources Information Center

Wolfe, Benjamin A.; Riggs, Eric M.

2017-01-01

Meeting the future demand for a qualified geoscience workforce will require efforts to increase recruitment, retention, and graduation of an increasingly diverse student body. Doing this successfully requires renewed attention to the needs and characteristics of underrepresented students, which include ethnic and cultural minorities, women, and…

On Higher Education: The Academic Enterprise in an Era of Rising Student Consumerism.

ERIC Educational Resources Information Center

Riesman, David

The rapid growth of student consumerism in higher education is examined, including increased litigation against colleges by students and expanded federal efforts to protect student interests by regulating institutions. The consequences on teaching and learning of the escalating competition for student customers is analyzed. Chapters discuss: the…

Language plus for international graduate students in nursing.

PubMed

Julian, M A; Keane, A; Davidson, K

1999-01-01

To provide information about an English-language support program that focuses on the needs of international graduate nursing students. The growing presence of these students coincides with the increasing numbers of universities committed to world health. Crucial social and language competence affect the success and progress of international students in graduate nursing programs. Reviewed literature was 1980 to 1998, in nursing and applied linguistic research including second-language acquisition, phonology, discourse analysis, and language pragmatics to identify social and language phenomena. Investigators suggest essential elements such as conventions of academic writing, reading comprehension, vocabulary, and pronunciation skills be included in the supportive Language Plus program. Ongoing development of the Language Plus program can promote collaboration between nurses and linguists and increase the success of international graduate nursing students.

Implementation and evaluation of a patient safety course in a problem-based learning program.

PubMed

Eltony, Sarah Ahmed; El-Sayed, Nahla Hassan; El-Araby, Shimaa El-Sayed; Kassab, Salah Eldin

2017-01-01

Since the development of the WHO patient safety curriculum guide, there has been insufficient reporting regarding the implementation and evaluation of patient safety courses in undergraduate problem-based learning (PBL) programs. This study is designed to implement a patient safety course to undergraduate students in a PBL medical school and evaluate this course by examining its effects on students' knowledge and satisfaction. The target population included year 6 medical students (n = 71) at the Faculty of Medicine, Suez Canal University in Egypt. A 3-day course was conducted addressing three principal topics from the WHO patient safety curriculum guide. The methods of instruction included reflection on students' past experiences, PBL case discussions, and tasks with incident report cards. A pre- and post-test design was used to assess the effect of the course on students' knowledge of inpatient safety topics. Furthermore, students' perceptions of the quality of the course were assessed through a structured self-administered course evaluation questionnaire. The results of the pre- and post-test demonstrated a significant increase (P < 0.05) in the students' mean multiple choice question (MCQ) scores. The MCQ scores for "what is patient safety" topic increased by 50% (P < 0.01). Similarly, the MCQ scores for the "infection control" topic increased by 39% (P < 0.01), and scores for the "medication safety" topic increased by 45% (P < 0.01). The majority of students perceived the different aspects of the course positively, including the structure and introduction of the course (75%) and the communication skills (83.2%) and teamwork skills they had developed (94.4%). The findings of the incident report cards indicated that 46.7% of the students perceived that incidents most commonly take place in the emergency room while only 6.7% in the outpatient clinic. This patient safety education program within a PBL curriculum is positively perceived by students. Furthermore, patient safety education in clinical settings should focus on emergencies, where students perceive most errors.

Pressure for Fun: A Course Module for Increasing Chemical Engineering Students' Excitement and Interest in Mechanical Parts

ERIC Educational Resources Information Center

Scarbrough, Will J.; Case, Jennifer M.

2006-01-01

A new module in a first year mechanical drawing course was designed with the primary goal of exciting chemical engineering students about mechanical things. Other goals included increasing student ability and confidence to explain how things work. A variety of high intensity, hands-on, facilitated group activities using pumps and valves were…

A Correlational Study on Interactive Technology Use and Student Persistence in eLearning Classes at an Online University

ERIC Educational Resources Information Center

Edwards, Carol T.

2017-01-01

The increase in enrollments in online courses in higher education have led to a corresponding decrease in student persistence. Educators in an effort to increase student persistence have included interactive technologies in some of their courses. However, there was no empirical evidence on whether the use of interactive technology in on online…

Nursing students' attendance at learning activities in relation to attainment and passing courses: A prospective quantitative study.

PubMed

Rejnö, Åsa; Nordin, Per; Forsgren, Susanne; Sundell, Yvonne; Rudolfsson, Gudrun

2017-03-01

Students' motivation and ways of engaging in their schoolwork are important for their performance, including passing exams. Attendance at learning activities has also been argued to be of major importance, although no causal relationship with passing exams has been established in nursing education. The aim of this study was to describe the impact of attendance at nonmandatory learning activities on attainment, in terms of passing or failing of exams, in nursing education courses including both mandatory and non-mandatory activities. A prospective quantitative design. The nursing education programme at a Swedish university. Nursing students (n=361) from two courses and four classes within the nursing programme. Attendance was registered at every non-mandatory teaching activity by asking the students to note their attendance on a list. Data such as sex, age, and whether the students had passed the exam were also collected for each course and each semester separately. Increased participation was associated with an increasing proportion of students passing the exam. The chance of passing the exam increased by 13% for every additional learning occasion attended. Logistic regression showed an OR of 5.4 for an attendance of 100%. An increase in attendance gave a higher proportion of exam passes. Encouraging students to attend non-mandatory learning activities could be of value, and potentially contribute to an increased graduation rate for nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Motivating First-Year University Students by Interdisciplinary Study Projects

ERIC Educational Resources Information Center

Koch, Franziska D.; Dirsch-Weigand, Andrea; Awolin, Malte; Pinkelman, Rebecca J.; Hampe, Manfred J.

2017-01-01

In order to increase student commitment from the beginning of students' university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated…

Changing the System of Student Support in Norway: Intended and Unintended Effects on Students

ERIC Educational Resources Information Center

Opheim, V.

2011-01-01

In 2002 the student finance system in Norway went through a major restructuring. The changes included an increase in student support and an introduction of progression-dependent grants. Using two student welfare surveys conducted in 1998 and 2005, the paper analyses the effect of the changes on the students. The analysis compares the risk of study…

Evaluating the Effectiveness of Project ReCharge: A STEM Based Energy Efficiency Curriculum

NASA Astrophysics Data System (ADS)

Pozarski Connolly, Catherine J.

This research evaluates the effectiveness of Project ReCharge, an energy efficiency, STEM curriculum designed for middle and high school students. The project includes a five-unit curriculum, and monthly professional development spanning a year. The project was implemented in ten schools over three years. Four areas were explored in the study including (1) changes to student content knowledge, (2) changes to student attitudes towards STEM subjects and careers, (3) changes to teacher self-efficacy and beliefs, and (4) changes to teacher content knowledge. A content test for teachers and students, the STEM Semantics Survey, and STEBI-A were used to collect data on 4123 students and 47 teachers. Data were collected in a quasi-experimental design utilizing parametric and nonparametric techniques. Analyses suggest student content knowledge increased significantly from pretest to posttest for all years (Pretest: M = 11.38, SD = 4.97, Posttest: M = 16.67, SD = 5.83, t = 45.05, p < 0.001, d = 0.98). Increases to student attitudes in STEM varied by year and grade, but overall increases were found in science (N = 2362, z = -2.618, p = 0.030, eta 2 = 0.002), and math attitudes (N = 2348, z = -2.280, p = 0.023, eta2 = 0.002). High school students tended to show more increased attitudes in more subject areas than middle school students. No changes to teacher self-efficacy and beliefs were found, and increases to teacher content knowledge only occurred in the third year (N = 22, x2 = 5.158; p = 0.076, eta2 = 0.319).

Including students with moderate and severe intellectual disabilities in school extracurricular and community recreation activities.

PubMed

Kleinert, Harold L; Miracle, Sally; Sheppard-Jones, Kathy

2007-02-01

We conducted an online statewide survey of teachers of students with moderate and severe intellectual disabilities to determine the extent to which their students were included in school extracurricular and community recreation activities. For the 252 teacher respondents who indicated that their primary caseload consisted of students with significant intellectual disabilities, we report the numbers of students participating in school and community activities and the primary type of support students required to participate in each activity. Finally, we identify implications for practitioners who want to increase the participation of students with significant disabilities in school and community activities.

Impact of an undergraduate course on medical students' self-perceived nutrition intake and self-efficacy to improve their health behaviours and counselling practices.

PubMed

Crowley, Jennifer; Ball, Lauren; Leveritt, Michael D; Arroll, Bruce; Han, Dug Yeo; Wall, Clare

2014-06-01

Doctors are increasingly involved in the management of chronic disease and counsel patients about their lifestyle behaviours, including nutrition, to improve their health outcomes. This study aimed to assess the impact of a medical undergraduate course containing nutrition content on medical students' self-perceived nutrition intake and self-efficacy to improve their health behaviours and counselling practices. A total of 239 medical students enrolled in a 12-week nutrition-related course at The University of Auckland were invited to complete an anonymous questionnaire before and after the course. The questionnaire was adapted from a previous evaluation of a preventive medicine and nutrition course at Harvard Medical School. Sixty-one medical students completed both pre- and post-course questionnaires (25.5%). At baseline, medical students described their eating habits to be more healthy than non-medical students (p=0.0261). Post-course, medical students reported a higher frequency of whole-grain food intake (p=0.0229). Medical students also reported being less comfortable making nutrition recommendations to family and friends post-course (p=0.008). Most medical students (63.9%) perceived increased awareness of their own dietary choices, and some (15.3%) reported an increased likelihood to counsel patients on lifestyle behaviour post-course. Students can increase awareness of their own nutrition behaviour after undertaking a course that includes nutrition in the initial phase of their medical degree. Further investigation of how medical students' confidence to provide nutrition advice evolves throughout their training and in future practice is required.

Mandatory coursework assignments can be, and should be, eliminated!

NASA Astrophysics Data System (ADS)

Haugan, John; Lysebo, Marius; Lauvas, Per

2017-11-01

Formative assessment can serve as a catalyst for increased student effort and student learning. Yet, many engineering degree programmes are dominated by summative assessment and make limited use of formative assessment. The present case study serves as an example on how formative assessment can be used strategically to increase student effort and improve student learning. Within five courses of an engineering bachelor degree programme in Norway, the mandatory coursework assignments were removed and replaced by formative-only assessment. To facilitate the formative assessment, weekly student peer-assessment sessions were introduced. The main findings include an increase in student study hours and improved student performance on the examinations. Finally, interviews were conducted by an external consultant in an effort to identify key factors that attributed to the positive outcome.

Development of the Nutrition4Kids website.

PubMed

Williams, Michelle S

2012-01-01

According to the 2009 National Vital Statistics Report, cancer is the second-leading cause of death in the United States. Researchers have determined that consuming a diet low in fruits, vegetables, and whole grains is a common risk factor associated with the risk of developing several types of cancer including stomach, colorectal, breast, and pancreatic. Currently, there are few websites devoted to increasing students' knowledge about the role of a healthy diet in cancer prevention. The Nutrition4Kids website is a unique health education tool that targets youth aged 10 to 14 years. The website content and design were based on the Health Belief Model, the Information-Motivation and Behavioral Skills Model, and the principles of health literacy. The information included on the website was based on recommendations from the American Institute for Cancer Research and the World Cancer Research Fund. The website contains nutrition information, recipes that emphasize the consumption of fruits, vegetables, and whole grains, and interactive games. The primary objectives of the Nutrition4Kids website are to 1) increase students' knowledge of how poor dietary habits can affect their health, 2) increase students' knowledge of healthy dietary habits that can reduce their risk for cancer, 3) increase students' ability to prepare healthy, well-balanced meals and snacks, 4) increase students' ability to discuss healthy eating with their family and friends, and 5) increase students' knowledge of nutrients that have healthful benefits.

Redesigning a Large-Enrollment Introductory Biology Course

PubMed Central

Ueckert, Catherine; Adams, Alison; Lock, Judith

2011-01-01

Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course. PMID:21633065

Counselors, Students of Color, and College: Student-Centered and Systemic Multicultural Interventions.

ERIC Educational Resources Information Center

Gary, Juneau Mahan

Student demographics on campuses increasingly reflect diversity. A counselor's ability to help this emerging campus population requires the use of multicultural interventions that affect the student and the system. Counselors must redefine the process of clinical assessment and intervention to include ethnocultural factors and they must intervene…

The Impact of Positive Behavior Interventions & Supports (PBIS) on Student Behavior and Academic Achievement

ERIC Educational Resources Information Center

Norton, Linda Clark

2009-01-01

Over the past decade, policymakers have enforced increasingly greater accountability demands for student achievement and zero tolerance policies. Legislators have outlined proficient measures for student achievement which includes students enrolled in general and special education classes and all ethnicities and socioeconomic levels. Schools…

Toward a New Era: Alternatives for Revitalizing Student Services Programs.

ERIC Educational Resources Information Center

Deegan, William L.

Alternatives for revitalizing the programs and management of student services in community colleges are reviewed in this paper. First, alternatives related to student services programs are considered, including: (1) the increased use of computer-assisted counseling to integrate student services more fully with mainstream academic activities; (2)…

76 FR 34676 - Applications for New Awards; Gaining Early Awareness and Readiness for Undergraduate Programs

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-14

... participating in programs, such as GEAR UP, that offer additional services designed to increase student success... warning indicator systems designed to prevent students from dropping out. Competitive Preference Priority... low-income students, including students with disabilities, need to enable them to obtain a secondary...

The 1981-82 Student Services Fee Survey.

ERIC Educational Resources Information Center

Matross, Ron; And Others

1981-01-01

Student perceptions and usage of selected services and organizations that receive student services fee support at the University of Minnesota Twin Cities campus were surveyed. Respondents were 417 continuing, fee-paying, nonforeign, day students. Key findings include: 60 percent said the fee should be increased enough to keep pace with inflation;…

Successful Transition of Students with Disabilities to 21st-Century College and Careers

ERIC Educational Resources Information Center

Gothberg, June E.; Peterson, Lori Y.; Peak, Maria; Sedaghat, Jennifer M.

2015-01-01

For many students, the transition from high school to adult independent life is one of the most exciting times in their lives. However, that same transition can be daunting, particularly for students with disabilities. Studies have shown the majority of high school students--including an increasing number of students with disabilities--indicate…

Special Education Teachers' Perceptions for Teaching Self-Determination to Students with Severe Disabilities

ERIC Educational Resources Information Center

Aldosiry, Norah

2016-01-01

Recognizing that many students with disabilities, including students with severe disabilities, lack self-determined behavior and the impact it has on students school and postschool outcomes. Educators and researchers are increasingly advocating to better equip those students with the needed skills and knowledge to enable them to be self-determined…

A study to modify, extend, and verify, an existing model of interactive-constructivist school science teaching

NASA Astrophysics Data System (ADS)

Numedahl, Paul Joseph

The purpose of this study was to gain an understanding of the effects an interactive-constructive teaching and learning approach, the use of children's literature in science teaching and parental involvement in elementary school science had on student achievement in and attitudes toward science. The study was done in the context of Science PALS, a professional development program for inservice teachers. An existing model for interactive-constructive elementary science was modified to include five model variables; student achievement, student attitudes, teacher perceptions, teacher performance, and student perceptions. Data were collected from a sample of 12 teachers and 260 third and fourth grade students. Data analysis included two components, (1) the examination of relationships between teacher performance, teacher perceptions, student achievement and attitudes, and (2) the verification of a model using path analysis. Results showed a significant correlation between teacher perceptions and student attitude. However, only one model path was significant; thus, the model could not be verified. Further examination of the significant model path was completed. Study findings included: (1) Constructivist notions of teaching and learning may cause changes in the traditional role relationship between teachers and students leading to negative student attitudes. (2) Children who perceive parental interest toward science education are likely to have a positive attitude toward science learning, increased self-confidence in science and possess accurate ideas concerning the nature of science. (3) Students who perceive science instruction as relevant are likely to possess a positive attitude toward science learning, increased self-confidence in science, and possess accurate ideas concerning the nature of science. (4) Students who perceive their classroom as aligning with constructivist principles are likely to possess a positive attitude toward science, an increased self-confidence in science, and possess accurate ideas concerning the nature of science. (5) The inclusion of children's literature in elementary school science promotes a positive attitude toward science, an increase in student self-confidence in science, and fosters accurate understandings of the nature of science. Recommendations focus on student change, constructivist pedagogy, use of literature in science, and parental involvement in science education.

Eliciting Student-Talk.

ERIC Educational Resources Information Center

Rudder, Michael E.

1999-01-01

The communicative approach to language instruction emphasizes ways to increase student-talk and decrease teacher-talk. It necessitates including the production or performance stage in lesson plans to give students the opportunity to use the new language in simulated real-life situations. (Author/VWL)

Demonstration of a System to Facilitate the Elimination of Sex Stereotyping and Sex Bias in Local Vocational Programs. Final Report, April 15, 1978, to September 30, 1978.

ERIC Educational Resources Information Center

Mississippi Univ., University. Center for the Study of Contemporary Rural Women.

Goals of a project to design a career awareness workshop for vocational-technical students included identifying and defining sex stereotypes and discrimination, increasing student awareness of stereotyping, increasing knowledge of career options, exposing students to non-traditional role models, and providing inservice training. A literature and…

CHIP: Facilitating Interprofessional and Culturally Competent Patient Care Through Experiential Learning in China.

PubMed

Mu, Keli; Peck, Kirk; Jensen, Lou; Bracciano, Al; Carrico, Cathy; Feldhacker, Diana

2016-12-01

Health care professionals have advocated for educating culturally competent practitioners. Immersion in international experiences has an impact on student cultural competency and interprofessional development. The China Honors Interprofessional Program (CHIP) at a university in the Midwest is designed to increase students' cultural competency and interprofessional development. From 2009 to 2013, a total of 25 professional students including twelve occupational therapy students, ten physical therapy students and three nursing students were enrolled in the programme. Using a one group pre and posttest research design, this study evaluated the impact of CHIP on the participating students. Both quantitative and qualitative data were collected in the study. Findings of the study revealed that CHIP has impact on students' cultural competency and professional development including gaining appreciation and understanding of the contributions of other healthcare professionals and knowledge and skills in team work. The findings of the study suggested that international immersion experience such as CHIP is an important way to increase students' cultural competency and interprofessional knowledge and skills. Limitations of the study included the small sample in the study, indirect outcome measures and the possible celling effect of the instruments of the study. Future research studies should include a larger and more representative sample, direct outcome measures such as behaviour observation and more rigorous design such as prospective experimental comparison group design. Future research should also examine the long-term effects of international experience on the professional development of occupational therapy students. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Causal-comparative study analyzing student success in hybrid anatomy and physiology courses

NASA Astrophysics Data System (ADS)

Levy, Jacqueline Anita

In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of hybrid course offerings at community colleges are rapidly increasing. Research has delineated that creating online collaborative communities and increasing student engagement all function to increase student successful outcomes. This causal-comparative study was conducted using student data from four sections of hybrid, introductory anatomy and physiology courses over the 2011 and 2012 calendar years. The study included two sources of data: unit exam scores and student surveys. Analysis of the unit exam scores determined that there were statistically significant differences in student success and achievement by the implementation of the following web-enhanced technologies: a) discussion boards, b) Breeze, and c) Wiki tools. In the scope of this study, student success and achievement was defined as a student earning a C (70%) or higher at the completion of the course. There were a total of 29 surveys conducted per each unit during the 2012 semesters that related to the web-enhanced technologies implemented into the course: Discussion boards, BreezeRTM, and Wiki tools. Demographic data was also compiled on all of the students enrolled in the classes during this study to demonstrate that there is no specified niche or trend seen in the students enrolling for this particular course. Unit 1 was used as a baseline to compare the students from the two years. It was determined that the students were not significantly different in aptitude levels at the beginning of the courses based on their Unit 1 exam scores. Inferential statistical analysis was done to examine student success and achievement using the following tools: t-test of independent means of the variables, mean, standard deviation, and magnitude of effect. The findings of this study indicate that the web-enhanced technology Wiki tools provided the largest increase in student success and achievement in the hybrid, introductory anatomy and physiology course. Descriptive analysis of the surveys revealed that more than a third of each class felt that the implemented web-enhanced technology functioned to increase collaboration amongst the students and helped to emulate a traditional, face-to-face formatted course. The study included four recommendations for practice and nine recommendations for further research. A couple of recommendations for practice included using a single web-enhanced technology for the duration of the semester and having instructors and students complete tutorial sessions for the chosen technology being implemented. Examples of recommendations for research include replicating this study at other institutions and comparing face-to-face, traditional classes to hybrid courses within the same STEM discipline.

Declining Undergraduate Student Performance in Higher Education.

ERIC Educational Resources Information Center

Spinelli, Teri

Factors contributing to declining academic performance of college students are considered, including: increased government intervention in education, declining faculty expectations and lowered standards, administrative policies, and changing student attitudes and expectations. One view is that government is largely responsible for the…

Impact of Interventions to Increase the Proportion of Medical Students Choosing a Primary Care Career: A Systematic Review.

PubMed

Pfarrwaller, Eva; Sommer, Johanna; Chung, Christopher; Maisonneuve, Hubert; Nendaz, Mathieu; Junod Perron, Noëlle; Haller, Dagmar M

2015-09-01

Increasing the attractiveness of primary care careers is a key step in addressing the growing shortage of primary care physicians. The purpose of this review was to (1) identify interventions aimed at increasing the proportion of undergraduate medical students choosing a primary care specialty, (2) describe the characteristics of these interventions, (3) assess the quality of the studies, and (4) compare the findings to those of a previous literature review within a global context. We searched MEDLINE, EMBASE, ERIC, CINAHL, PsycINFO, The Cochrane Library, and Dissertations & Theses A&I for articles published between 1993 and February 20, 2015. We included quantitative and qualitative studies reporting on primary care specialty choice outcomes of interventions in the undergraduate medical curriculum, without geographic restrictions. Data extracted included study characteristics, intervention details, and relevant outcomes. Studies were assessed for quality and strength of findings using a five-point scale. The review included 72 articles reporting on 66 different interventions. Longitudinal programs were the only intervention consistently associated with an increased proportion of students choosing primary care. Successful interventions were characterized by diverse teaching formats, student selection, and good-quality teaching. Study quality had not improved since recommendations were published in 1995. Many studies used cross-sectional designs and non-validated surveys, did not include control groups, and were not based on a theory or conceptual framework. Our review supports the value of longitudinal, multifaceted, primary care programs to increase the proportion of students choosing primary care specialties. Isolated modules or clerkships did not appear to be effective. Our results are in line with the conclusions from previous reviews and add an international perspective, but the evidence is limited by the overall low methodological quality of the included studies. Future research should use more rigorous evaluation methods and include long-term outcomes.

Teacher Effectiveness: An Update on Pennsylvania's Teacher Evaluation System. Issue Brief

ERIC Educational Resources Information Center

Research For Action, 2013

2013-01-01

Act 82 of 2012 established new standards for Pennsylvania's teacher evaluation system, including the incorporation of student performance measures in ratings decisions. Since 2009, approximately 35 states have amended teacher evaluation systems, with student achievement playing an increasingly prominent role. This count includes neighboring…

The Influence of Student Status on Student Interactions and Experiences during a Sport Education Unit

ERIC Educational Resources Information Center

Brock, Sheri J.; Rovegno, Inez; Oliver, Kimberly L.

2009-01-01

Background: Curriculum models that include group work and allow student decision-making and responsibility within physical education classes have become increasingly popular. Models such as Sport Education are likely to facilitate different and potentially better quality experiences for students. One of the underlying premises of Sport Education…

How Students with Hearing Impairments: Can Learn and Flourish in Your Music Classroom

ERIC Educational Resources Information Center

Butler, Maureen

2004-01-01

Activities in music class allow students, especially students with hearing impairments, to explore new means of expression and to enhance existing ones. Additional benefits may include increases in auditory awareness, cognitive ability, attention span, memory recall, and vocabulary. Students with hearing impairments can learn and flourish in music…

Online Technologies for Teaching Writing: Students React to Teacher Response in Voice and Written Modalities

ERIC Educational Resources Information Center

Kim, Loel

2004-01-01

English departments are increasingly under pressure to offer writing courses online, but research that informs effective pedagogies--including effective ways to respond to students' drafts--is still limited. By investigating students' perceptions of online teacher response to student writing, this study suggests that in order to develop sound…

Working and Providing Care: Increasing Student Engagement for Part-Time Community College Students

ERIC Educational Resources Information Center

Leingang, Daniel James

2017-01-01

The purpose of this study was to examine the relationship among external time obligations of work and care giving by part-time students, their participation within structured group learning experiences, and student engagement. The Structured Group Learning Experiences (SGLEs) explored within this study include community college programming…

Solar Current Output as a Function of Sun Elevation: Students as Toolmakers

ERIC Educational Resources Information Center

Igoe, D. P.; Parisi, A. V.

2015-01-01

Solar current is an increasingly important aspect of modern life and will be even more so crucial in the students' future. Encouraging students to be the "toolmakers" allows students to take ownership of scientific investigations, as well as forcing them to refine their research questions and hypothesis, including the design and…

Students in Transition Using Planning. Teacher's Manual.

ERIC Educational Resources Information Center

PACER Center, Inc., Minneapolis, MN.

The manual was the outcome of a 3-year project to develop a training program on self-advocacy for special education students. The student training is a 3-4 hour program aimed at increased student awareness of their rights and responsibilities as they begin the transition process. Training materials include outlines for each session, student…

The Student-Loan System Needs a Major Overhaul

ERIC Educational Resources Information Center

Hess, Frederick, M.; Squire, Juliet

2007-01-01

In September 2007, Congress voted to cut subsidies to lenders in the federal guaranteed-student-loan program and use much of the savings to increase student aid. Congress also passed other significant provisions, including modified repayment periods and loan forgiveness for certain students. Such legislation came on the heels of New York Attorney…

The Effect of Font Selection on Student Test Anxiety

ERIC Educational Resources Information Center

Murphy, Peter V.

2014-01-01

The emergence of standards-based curriculums has resulted in an increased frequency of student testing, including high-stakes testing. Of students who take tests, up to 65% may experience test anxiety, which can have negative effects on student outcomes. For this reason, the purpose of this single-group, repeated measures design, quantitative…

Exploring a Measure of Science Attitude for Different Groups of Students Enrolled in Introductory College Chemistry

ERIC Educational Resources Information Center

Villafañe, Sachel M.; Lewis, Jennifer E.

2016-01-01

Decisions about instruction, research, or policy often require the interpretation of student assessment scores. Increasingly, attitudinal variables are included in an assessment strategy, and it is important to ensure that interpretations of students' attitudinal status are based on instrument scores that apply similarly for diverse students. In…

Transparency in Student Learning Assessment: Can Accreditation Standards Make a Difference?

ERIC Educational Resources Information Center

Krzykowski, Linda; Kinser, Kevin

2014-01-01

With the cost of higher education steadily increasing, many people are wondering what, if anything, students are learning on college campuses. In this environment, colleges are facing pressure to make information about what their students learn available to a range of stakeholders, including students and their parents, policymakers, and the…

College Students' Responses to New Communication Technologies.

ERIC Educational Resources Information Center

Vicario, Terra; Henninger, Erica; Austin, Megan; Chambliss, Catherine

This study examined the risks associated with increased reliance upon technology, including e-mail, instant messages, and cellular phones. Subjects were undergraduate college students ranging in age from 17 to 29. A sample of 40 students was taken from a small liberal arts college in Pennsylvania. A second sample of 25 engineering students was…

Increasing Reading Fluency Performance of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hanway Kalis, Tara M.

2012-01-01

Reading fluency has been identified as one of the essential skills students must develop in order to learn to read. Fluency is also a critical factor in reading comprehension (National Reading Panel [NRP], 2000). Many students, however, lack the ability to read age-appropriate materials fluently, including students with emotional and behavioral…

Life at University with Asperger Syndrome: A Comparison of Student and Staff Perspectives

ERIC Educational Resources Information Center

Knott, Fiona; Taylor, Angela

2014-01-01

Although increasing numbers of students with disabilities are accessing higher education, there is relatively little information about the needs of students with Asperger syndrome (AS). Crucially, students themselves have rarely been included in research examining their needs or the supports they might find helpful. Three focus groups, one with…

Increasing Diversity among Students in Recreation, Parks, and Leisure Studies Curricula: A Case Study.

ERIC Educational Resources Information Center

Bedini, Leandra A.; Stone, Charlsena F.; Phoenix, Terri L.

2000-01-01

Presents a case study on the recruitment and retention of students from underrepresented minority groups into recreation, parks, and leisure studies programs. Strategies that can be implemented by other recreation and leisure studies departments are outlined, which include: develop mentor programs, provide student funding, connect students to role…

The Student-to-Student Chemistry Initiative: Training High School Students To Perform Chemistry Demonstration Programs for Elementary School Students

NASA Astrophysics Data System (ADS)

Voegel, Phillip D.; Quashnock, Kathryn A.; Heil, Katrina M.

2004-05-01

The Student-to-Student Chemistry Initiative is an outreach program started in the fall of 2001 at Midwestern State University (MSU). The oncampus program trains high school science students to perform a series of chemistry demonstrations and subsequently provides kits containing necessary supplies and reagents for the high school students to perform demonstration programs at elementary schools. The program focuses on improving student perception of science. The program's impact on high school student perception is evaluated through statistical analysis of paired preparticipation and postparticipation surveys. The surveys focus on four areas of student perception: general attitude toward science, interest in careers in science, science awareness, and interest in attending MSU for postsecondary education. Increased scores were observed in all evaluation areas including a statistically significant increase in science awareness following participation.

Student Independent Investigations for Authentic Learning

ERIC Educational Resources Information Center

Westberg, Karen L.; Leppien, Jann H.

2018-01-01

Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students' interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater…

Making Technology Work for Your Students.

ERIC Educational Resources Information Center

Trosko, Nancy

1997-01-01

Discusses benefits of using laser disc technology in the elementary school classroom including increased student enthusiasm and subject relevance, efficient test preparation, and comprehensible materials for English-challenged students. Notes the importance of researching available resources and easing into use when integrating technology into the…

Curriculum-Based Measurement, Program Development, Graphing Performance and Increasing Efficiency.

ERIC Educational Resources Information Center

Deno, Stanley L.; And Others

1987-01-01

Four brief articles look at aspects of curriculum based measurement (CBM) for academically handicapped students including procedures of CBM with examples, different approaches to graphing student performance, and solutions to the problem of making time to measure student progress frequently. (DB)

Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University

NASA Astrophysics Data System (ADS)

Wilson, Zakiya S.; Iyengar, Sitharama S.; Pang, Su-Seng; Warner, Isiah M.; Luces, Candace A.

2012-10-01

Increasing college degree attainment for students from disadvantaged backgrounds is a prominent component of numerous state and federal legislation focused on higher education. In 1999, the National Science Foundation (NSF) instituted the "Computer Science, Engineering, and Mathematics Scholarships" (CSEMS) program; this initiative was designed to provide greater access and support to academically talented students from economically disadvantaged backgrounds. Originally intended to provide financial support to lower income students, this NSF program also advocated that additional professional development and advising would be strategies to increase undergraduate persistence to graduation. This innovative program for economically disadvantaged students was extended in 2004 to include students from other disciplines including the physical and life sciences as well as the technology fields, and the new name of the program was Scholarships for Science, Technology, Engineering and Mathematics (S-STEM). The implementation of these two programs in Louisiana State University (LSU) has shown significant and measurable success since 2000, making LSU a Model University in providing support to economically disadvantaged students within the STEM disciplines. The achievement of these programs is evidenced by the graduation rates of its participants. This report provides details on the educational model employed through the CSEMS/S-STEM projects at LSU and provides a path to success for increasing student retention rates in STEM disciplines. While the LSU's experience is presented as a case study, the potential relevance of this innovative mentoring program in conjunction with the financial support system is discussed in detail.

The School Climate Improvement "Process": Essential Elements. School Climate Brief, Number 4

ERIC Educational Resources Information Center

National School Climate Center, 2012

2012-01-01

Student learning and development are a function of both individual and systemic factors. Individual factors include students' motivation as well as their intellectual and social abilities. Systemic factors include teacher quality, administrative leadership, community engagement, and learning environments. The increasing numbers of children living…

Long Range Facilities Master Plan: 1986-2000, San Diego Unified School District.

ERIC Educational Resources Information Center

Blair, Billie; And Others

The Long-Range Facilities Master Plan presents solution strategies and financing methods for accommodating a projected student enrollment increase of 45,000 between 1986 and 2000. This increase, plus limited financial resources, school use studies, and recent legislation, necessitated the plan. The issues include housing students, facility…

Learning to Learn Cooperatively

ERIC Educational Resources Information Center

Byrd, Anne Hammond

2009-01-01

Cooperative learning, put quite simply, is a type of instruction whereby students work together in small groups to achieve a common goal. Cooperative learning has become increasingly popular as a feature of Communicative Language Teaching (CLT) with benefits that include increased student interest due to the quick pace of cooperative tasks,…

Whole-Language Strategies for Integrating Technology into Language Arts.

ERIC Educational Resources Information Center

Stuhlmann, Janice; Taylor, Harriet

This paper presents proven strategies and benefits of integrating technology into the language-arts curriculum and instruction. Benefits include creating a risk-free learning environment; increasing student empowerment; providing the opportunity for students to practice skills in meaningful contexts; and increasing interest in reading and writing.…

Metacognitive factors that impact student nurse use of point of care technology in clinical settings.

PubMed

Kuiper, RuthAnne

2010-01-01

The utility of personal digital assistants (PDA) as a point of care resource in health care practice and education presents new challenges for nursing faculty. While there is a plethora of PDA resources available, little is known about the variables that effect student learning and technology adoption. In this study nursing students used PDA software programs which included a drug guide, medical dictionary, laboratory manual and nursing diagnosis manual during acute care clinical experiences. Analysis of student journals comparative reflective statements about the PDA as an adjunct to other available resources in clinical practice are presented. The benefits of having a PDA included readily available data, validation of thinking processes, and facilitation of care plan re-evaluation. Students reported increased frequency of use and independence. Significant correlations between user perceptions and computer self-efficacy suggested greater confidence in abilities with technology resulting in increased self-awareness and achievement of learning outcomes.

Research training of students in minority and international settings: lessons learned from cancer epidemiology education in special populations.

PubMed

Soliman, Amr S; Mullan, Patricia B; Chamberlain, Robert M

2010-06-01

This article describes the development and evaluation of an NCI-sponsored short-term summer cancer research education program. The study questions examined: the feasibility of conducting a cancer education program in special populations at multiple US and international field sites for masters students; the merit and worth that students and faculty attribute to the program; and students' scholarly and cancer-related career outcomes. Developing a new curriculum, increasing the pool of mentors, utilizing and increasing the number of field sites, and program dissemination were also evaluated. Evidence of the program's success included students' completion of field experiences at multiple sites and their subsequent 70% project-related publication rate, with 79% of trainees reporting themselves as likely to pursue future cancer-related careers. Evaluation-guided future plans for the program include implementing faculty development to further enhance the program outcomes.

Effects of Bel Canto Training on Acoustic and Aerodynamic Characteristics of the Singing Voice.

PubMed

McHenry, Monica A; Evans, Joseph; Powitzky, Eric

2016-03-01

This study was designed to assess the impact of 2 years of operatic training on acoustic and aerodynamic characteristics of the singing voice. This is a longitudinal study. Participants were 21 graduate students and 16 undergraduate students. They completed a variety of tasks, including laryngeal videostroboscopy, audio recording of pitch range, and singing of syllable trains at full voice in chest, passaggio, and head registers. Inspiration, intraoral pressure, airflow, and sound pressure level (SPL) were captured during the syllable productions. Both graduate and undergraduate students significantly increased semitone range and SPL. The contributions to increased SPL were typically increased inspiration, increased airflow, and reduced laryngeal resistance, although there were individual differences. Two graduate students increased SPL without increased airflow and likely used supraglottal strategies to do so. Students demonstrated improvements in both acoustic and aerodynamic components of singing. Increasing SPL primarily through respiratory drive is a healthy strategy and results from intensive training. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Math and Science. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1998

1998-01-01

This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science Instruction--The Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation,…

Preparing Learning Disabled High School Students for Postsecondary Education.

ERIC Educational Resources Information Center

Shaw, Stan F.; And Others

Increasing numbers of capable learning disabled students are attempting to make the difficult transition from high school to postsecondary programming. A comprehensive approach to better serve the college-bound learning disabled high school student includes early transition planning, instructional programming, social skills intervention, and…

High School Academics: Increasing the Standard

ERIC Educational Resources Information Center

Gard, Ashley N.

2017-01-01

Beyond heightened academic requirements, student athletes face a multitude of tasks including weight training, practice, film review, and travel for competition. This makes the student's life complex. As student athletes progress through their educational experience, they experience higher structured time demands in regard to their sport…

Training Resident Assistants to Make Effective Referrals to Counseling

ERIC Educational Resources Information Center

Taub, Deborah J.; Servaty-Seib, Heather L.

2011-01-01

Increasing numbers of college and university students are experiencing psychological distress, including depression, anxiety, and suicide ideation. Yet students in distress are unlikely to seek counseling services. Resident assistants (RAs) can serve an important function in identifying and referring students in distress. However, adequate…

Using memories to motivate future behaviour: an experimental exercise intervention.

PubMed

Biondolillo, Mathew J; Pillemer, David B

2015-01-01

This study tested a novel memory-based experimental intervention to increase exercise activity. Undergraduate students completed a two-part online survey ostensibly regarding college activity choices. At Time 1, they completed questionnaires that included assessments of exercise-related attitudes, motivation and self-reported behaviours. Next, they described a memory of a positive or negative experience that would increase their motivation to exercise; students in a control condition did not receive a memory prompt. Finally, they rated their intentions to exercise in the future. Eight days following Time 1, students received a Time 2 survey that included an assessment of their self-reported exercise during the prior week. Students in the positive memory condition reported higher levels of subsequent exercise than those in the control condition; students in the negative memory condition reported intermediate levels of exercise. Activating a positive motivational memory had a significant effect on students' self-reported exercise activity even after controlling for prior attitudes, motivation and exercise activity.

Problem-solving skills appraisal mediates hardiness and suicidal ideation among malaysian undergraduate students.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. The participants consisted of 500 undergraduate students from Malaysian public universities. Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation.

Short-term effects of a health promotion course for Taiwanese nursing students.

PubMed

Hsiao, Ya-Chu; Chen, Mei-Yen; Gau, Yueh-Mei; Hung, Li-Ling; Chang, Shu-Hung; Tsai, Hsia-Min

2005-01-01

The purposes of this study were to (a) develop a teaching course on health promotion for nursing students in Taiwan, (b) evaluate the effects of this teaching course, and (c) understand students' appraisals of its effectiveness in helping them to change unhealthy behavior. A sample of 65 randomly selected female nursing students took an 18-week course developed by the investigators, which included 30 h of classroom lectures and 4 weeks of written reports by students chronicling the changes in their behavior. Health promotion questionnaires administered before and after the course and content analysis of the students' reports were used to evaluate the effects of the course. Students' questionnaire scores after course completion indicated significantly increased intent to adopt healthy lifestyles. Content analysis of students' reports on their personal behavior-changing experiences showed that they accepted the potential value of curriculum aspects such as experiencing the struggle, suffering, and even abandonment of the process, experiencing the benefits of change, increasing self-confidence, and empathizing with how difficult it is for clients to change behavior. These results support the value of teaching courses on health promotion to nursing students. The authors recommend including such a course as part of a regular nursing education.

Examining the Lived Experience of Students with Reading Comprehension Learning Disabilities and the Perceived Value of the Accommodations Received

ERIC Educational Resources Information Center

Dodge, Katie M.

2012-01-01

Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use…

Students' Perceptions of Life Skill Development in Project-Based Learning Schools

ERIC Educational Resources Information Center

Meyer, Kimberly; Wurdinger, Scott

2016-01-01

This research aimed to examine students' perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: (1) What are students' perceptions of their development of life skills in project-based learning schools?; (2) In what ways, if any, do students perceive an increase in…

Getting the Most out of IEPs: An Educator's Guide to the Student-Directed Approach

ERIC Educational Resources Information Center

Thoma, Colleen A.; Wehman, Paul

2010-01-01

Student-directed IEPs are quickly gaining momentum in schools across the country--the proven benefits include higher academic achievement, enhanced student motivation, and increased communication and self-advocacy skills for students with disabilities. Now for the first time, there's a book that gives elementary and high school educators in-depth…

Homeless, Not Hopeless. An Informational Guide for School Personnel: Understanding and Educating Homeless Students.

ERIC Educational Resources Information Center

Seifert, Elli; Stauffer, Carol

This guide explains how to educate homeless students within the public schools, focusing on the Saint Paul, Minnesota, public schools. Section 1 defines homelessness. Section 2 presents data on the increasing numbers of homeless students in the area. Section 3 describes common problems faced by homeless students, including family mobility,…

Gender Differences in School-Family Conflict and School-Family Enrichment in Nontraditional Portuguese Students

ERIC Educational Resources Information Center

Andrade, Cláudia; van Rhijn, Tricia; Coimbra, Susana

2017-01-01

In recent years, higher education institutions have made efforts to attract people who are either in the labor market or unemployed to the educational system. Accordingly, the participation of nontraditional students in postsecondary education has been increasing over the years in Portugal, including working students and working student parents.…

Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities

ERIC Educational Resources Information Center

Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.

2016-01-01

This 3-year study evaluated the effectiveness of the Second Step-Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12…

International Students Attending Canadian Universities: Their Experiences with Housing, Finances, and Other Issues

ERIC Educational Resources Information Center

Calder, Moira J.; Richter, Solina; Mao, Yuping; Kovacs Burns, Katharina; Mogale, Ramadimetja S.; Danko, Margaret

2016-01-01

Universities recruit international students for a number of reasons, including enhancement of global contacts and reputation, to increase enrolment, and to generate revenue from tuition. These students face unique challenges as compared with domestic students, but no published studies or reports exist on this issue. In this article we report our…

Differential Relations between Facets of Complex Problem Solving and Students' Immigration Background

ERIC Educational Resources Information Center

Sonnleitner, Philipp; Brunner, Martin; Keller, Ulrich; Martin, Romain

2014-01-01

Whereas the assessment of complex problem solving (CPS) has received increasing attention in the context of international large-scale assessments, its fairness in regard to students' cultural background has gone largely unexplored. On the basis of a student sample of 9th-graders (N = 299), including a representative number of immigrant students (N…

Programs and Practices: Students' Historical Understandings in International Baccalaureate, Advanced Placement and Regular World History Courses

ERIC Educational Resources Information Center

Ryter, Di

2015-01-01

World history has become increasingly important and has often been a required course for high school students in the United States. This multi-case study provides examples and descriptions of students' demonstration of historical understandings. It also includes multiple perspectives and experiences of world history students and teachers, and…

Students of Color Studying Abroad: A Qualitative Description of the Factors That Influence Participation and the Perceived Impact of Participation

ERIC Educational Resources Information Center

Perkins, Christel

2017-01-01

Research indicates that study abroad participation has many benefits, including increasing students' language proficiency, intercultural sensitivity and cross-cultural communication skills when compared with students who do not study abroad. Additionally, study abroad have been found to shape students' career paths, and academic pursuits. Despite…

Caught between Internationalisation and Immigration: The Case of Nepalese Students in Denmark

ERIC Educational Resources Information Center

Valentin, Karen

2012-01-01

An explicit marketisation and national profiling of Denmark as an attractive country for foreign students has resulted in an increasing number of students from poor countries in the global South, including Nepal, being admitted to Danish colleges and universities. The influx of students from these countries has led to several accusations against…

Intervention for medical students: effective infection control.

PubMed

Calabro, K; Weltge, A; Parnell, S; Kouzekanani, K; Ramirez, E

1998-08-01

Needlestick injuries, which lead to the transmission of hepatitis B, hepatitis C, and the AIDS virus, are a potentially serious threat to students during their clinical experiences. Exposure to infectious diseases, blood, and hazardous body fluids is one of the most frequently reported injury events by medical students at a health science center in the southwestern region of the United States. This study was conducted to determine the effectiveness of a customized intervention about infection control for second-year medical students (N = 200). Preparation for the intervention included a needs assessment, which included both qualitative and quantitative research methods that incorporated input from fourth-year medical students, medical staff members, and local hospital infection control specialists. The intervention included a pretest, a lecture, a demonstration of standard precautions and infection control procedure with 2 clinical scenarios, an exercise on proper handwashing, and a posttest. The evaluation of the intervention demonstrated a significant increase in posttest knowledge scores about infection control (from 12.6 +/- 2.1 pretest to 16.5 +/- 1.8 posttest, P < .001). Medical students showed a significant knowledge increase about infection control after participating in the intervention . Thus we recommend that all medical colleges and universities develop and evaluate a similar customized intervention for their medical students.

Increasing Respectful Behavior through Verbal/Physical Recognition and Mini-Lessons with Ninth through Twelfth Grade Students in Family and Consumer Science and Special Education

ERIC Educational Resources Information Center

Baker, Melissa; Paver, Jacquelyn; Zabelin, Richard

2011-01-01

The purpose of this action research project report was to improve students' respectful behavior. A total of 80 students of the teacher researchers participated. The included 26 Fashion & Apparel 1 students, 45 Childcare & Development 1 students, and 9 World History high school students. Teacher Researchers A and B ran their study from August 23rd,…

Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

PubMed Central

Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

2013-01-01

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities. PMID:24006396

Medical students' perceptions of emerging learning communities at one medical school.

PubMed

Rosenbaum, Marcy E; Schwabbauer, Marian; Kreiter, Clarence; Ferguson, Kristi J

2007-05-01

In 1999, the University of Iowa Roy J. and Lucille A. Carver College of Medicine (UICCOM) established a student management model consisting of four student-style learning communities (LCs), each comprising one quarter of the students from each class, with the goal of fostering student connection, excellence, learning, leadership, and service. The authors present results of a prospective evaluation of medical students' perceptions of emerging LCs and their impact on medical student life at UICCOM. A two-page questionnaire, administered in 1999 and again in 2003 to all second-through fourth-year and MD/PhD students, assessed connections among students from different years of study, students' participation in activities, anticipated/perceived benefits of LCs, concerns about LCs, and the impact of LCs on students' perceptions of the learning environment. Questions were open ended or Likert scaled; statistical analyses were descriptive, parametric, and nonparametric. Comparison of results between 1999 and 2003 demonstrated increased connections between students and participation in LC activities, positive perceptions of the overall learning environment, increased access to faculty and staff, and increased involvement in leadership and service activities. Student concerns included continued obstacles to involvement in LCs for third- and fourth-year students. This prospective evaluation demonstrates that LCs can contribute to more positive perceptions of the learning environment and increased interaction between students throughout medical school. LCs seem to increase student leadership development and engagement in the broader community. Further investigation is needed to determine how these potential benefits of LCs can be maximized and made more accessible to all students.

Effects of residential learning communities on drinking trajectories during the first two years of college.

PubMed

Cranford, James A; McCabe, Sean Esteban; Boyd, Carol J; Lange, James E; Reed, Mark B; Scott, Marcia S

2009-07-01

Participation in residential learning communities (RLCs) is associated with lower rates of alcohol consumption among college students. This study used variable- and pattern-centered analytic approaches to examine the influence of RLCs on the drinking behavior of students during their first 2 years in college. A Web-based survey was administered to a stratified random sample of 1,196 first-year students (51.8% women) attending a large university. The sample included 456 students (38.1%) who lived in and participated in RLCs and 740 students (61.9%) who did not participate in RLCs (non-RLCs). During their first semester, students reported on their precollege and current drinking. Students also completed measures of alcohol involvement 6 months later during their second semester and 18 months later during their fourth semester. Mixed factorial analyses of variance showed that RLC students reported fewer drinks per occasion than non-RLC students before college. RLC and non-RLC students showed increases in maximum drinks per occasion from precollege to first and second semesters, but only non-RLC students continued to increase their drinking from second to fourth semester. Latent class growth analyses indicated four trajectory classes: (1) low stable (25.1%), (2) light increasing (19.2%), (3) moderate increasing (36.8%), and (4) heavy increasing (18.9%). Non-RLC students had higher odds of being in the heavy-increasing drinking trajectory class. Compared with their non-RLC peers, RLC students not only drink less before college and show smaller increases in drinking over time but also are less likely to be in a high-risk drinking trajectory group. Identification of selection, socialization, and reciprocal influence processes that underlie RLC effects can better inform prevention efforts for sustained lower risk drinking among college students.

Fifth Graders as App Designers: How Diverse Learners Conceptualize Educational Apps

ERIC Educational Resources Information Center

Israel, Maya; Marino, Matthew T.; Basham, James D.; Spivak, Wenonoa

2013-01-01

Instructional designers are increasingly considering how to include students as participants in the design of instructional technologies. This study provides a lens into participatory design with students by examining how students conceptualized learning applications in science, technology, engineering, and mathematics (STEM) by designing paper…

Undergraduate Learning through Engaged Scholarship and University-Community Partnerships

ERIC Educational Resources Information Center

Tarantino, Kristen L.

2017-01-01

The impact of university-community partnerships and involvement in engaged scholarship on student learning was examined through in-depth interviews with undergraduate members of a student-led, community-based research organization at a selective mid-Atlantic university. Students reported benefits of participation that included increasing critical…

Blended Learning Using Role-Plays, Wikis and Blogs

ERIC Educational Resources Information Center

Ruyters, Michele; Douglas, Kathy; Law, Siew Fang

2011-01-01

Student learning about legal skills in legal education is increasingly seen as important. These legal skills include advocacy and negotiation. These skills are often taught through role-play. This article discusses the combination of role-plays with online tools, including wikis and blogs, to assist students to master legal skills. The article…

Common Core Science Standards: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.

2013-01-01

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…

Motivating Every Student in Literacy (Including the Highly Unmotivated!), Grades 3-6

ERIC Educational Resources Information Center

Athans, Sandra K.; Devine, Denise Ashe

2010-01-01

"Motivating Every Student in Literacy (Including the Highly Unmotivated!), Grades 3-6" provides an effective model for improving reading levels and increasing motivation. Under the guidance of Athans and Devine, classroom leaders develop their own Motivation Improvement Action Plans, where small-group instruction, end-of-unit assessments, and…

Introducing High School Students and Science Teachers to Chemical Engineering.

ERIC Educational Resources Information Center

Bayles, Taryn Melkus; Aguirre, Fernando J.

1992-01-01

Describes a summer institute for science teachers and their students in which the main goal was to increase enrollment in engineering and to encourage women and minority groups to increase their representation in the engineering workforce. Includes a description of typical chemical engineering jobs and general instruction in material balances,…

Developing Curriculum for Education of Youth in Meeting Modern Problems.

ERIC Educational Resources Information Center

Dayton Public Schools, OH.

The objectives of this program are to develop, field test, and evaluate a K-12 curriculum containing learner objectives of the following types: (1) increased student knowledge of probable effects resulting from the use, misuse, and abuse of drug substances including alcohol and nicotine; (2) increased student understanding of human behavior; and…

Challenging the Assumption of a Western Phenomenon: Academic Entitlement in Saudi Arabia

ERIC Educational Resources Information Center

Blincoe, Sarai; Garris, Christopher P.

2017-01-01

Academic entitlement (AE) is increasingly associated with problematic behaviors and attitudes, including student incivility and endorsement of cheating. As research on this context-specific form of entitlement increases, no one has yet explored the rates of occurrence outside of North America. To investigate whether students at North American…

Increasing Independent Reading Practice through Family Involvement and Motivational Strategies.

ERIC Educational Resources Information Center

Clark, Angela W.; McDonnell, Karen L.

This study describes a program designed to increase reading practice at home and at school. The targeted population consisted of elementary students from separate river communities located in the Midwest. Evidence for the existence of the problem included teacher observation of apathy to reading practice, student attitude surveys to gauge…

Special Education Programs for Students with Intellectual Disability in Saudi Arabia: Issues and Recommendations

ERIC Educational Resources Information Center

Alnahdi, Ghaleb Hamad

2014-01-01

Special education services in Saudi Arabia have received much attention over the past 15 years. This increased attention has been reflected in the increasing amount of such services offered, including services aimed at students with intellectual disability. However, the enormous expansion of special education services was not followed by…

This Year, It's Prospective Freshmen Who Are Keeping Colleges in Suspense.

ERIC Educational Resources Information Center

Gose, Ben

2000-01-01

Finds that while more college-bound students are utilizing the early decision process, many others are delaying their decision until the last possible moment. Reasons cited include rising costs, need for more financial aid, and increasing selectivity. Notes that increased number of students graduating from high school and booming economy have made…

A Mentoring Program in Environmental Science for Underrepresented Groups

NASA Astrophysics Data System (ADS)

Stevens, L.; Rizzo, D. M.

2009-12-01

We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing excellent support. Looking at goals more specifically, we find: Improved student academic performance: Most students credit the program with a positive impact on their academic performance. Students’ continued study of environmental science: Students report increased or continued interest in environmental science as a result of participating in the program. Continued study at UVM: In both 2007 and 2009 there was a nearly unanimous report that students remain at UVM because of their involvement in the program. The program provides valuable opportunities, advisory support, community of peers, and financial stipend. It is has attracted and kept these students at this university. Increased interest in science careers: Students have been exposed to a range of science careers and credit the program with providing this exposure. Most of these students expect to pursue a career in science. Created a welcoming environment: One student specifically credits the program with increasing the number of students of color in the department. Other students credit the program with creating an environment in which students have established relationships with many faculty, certainly contributing to a welcoming atmosphere. Taken together, results indicate that the program is indeed achieving its goals.

Interdisciplinary: Cultural competency and culturally congruent education for millennials in health professions.

PubMed

Hawala-Druy, Souzan; Hill, Mary H

2012-10-01

The increasingly diverse multicultural and multigenerational student population in the United States requires that educators at all levels develop cultural knowledge, awareness, and sensitivity to help diverse learners fulfill their potential and to avoid cultural misunderstandings that can become obstacles or barriers to learning. The purpose of this study was to design and implement eclectic, creative, evidence-based interdisciplinary educational activities, along with culturally congruent teaching strategies, within a semester-long university course that promoted positive and culturally competent learning outcomes for culturally diverse, largely millennial students. The interdisciplinary course would prepare health professional students with the requisite knowledge and skills, through transformative learning that produces change agents, to provide culturally congruent and quality team-based care to diverse populations. This was a qualitative and quantitative study, which measured students' level of cultural awareness, competence, and proficiency pre and post the educational intervention. Instruments used for data collection included the Inventory for Assessing The Process of Cultural Competence-Student Version (IAPCC-SV) by Campinha-Bacote, course evaluations, students' feedback, and portfolio reflections. The study was conducted at a private academic institution located in the Mid-Atlantic region and the sample population included inter-professional students (N=106) from various health professions including nursing, pharmacy, and allied health sciences. Results from the pre- and post-test IAPCC-SV survey revealed that mean scores increased significantly from pre-test (60.8) to post-test (70.6). Thus, students' levels of cultural competency (awareness, knowledge, skills, desire, encounter) improved post-educational intervention, indicating that the teaching methods used in the course might be applied on a larger scale across the university system to cater to the nation's increasingly multi-cultural population. Copyright © 2012 Elsevier Ltd. All rights reserved.

The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review.

PubMed

Perry, Christina; Henderson, Amanda; Grealish, Laurie

2018-06-01

To identify nurses' behaviours that promote student accountability for learning in clinical practice. Health care services are experiencing significant strain in meeting clinical education requirements of increasing numbers of nursing students enrolled in undergraduate nursing programs. Internationally, the transition to university based education for nurses has seen the emergence of issues for busy clinicians trying to manage increasing workloads with responsibility for student learning. An understanding of what types of supervisor behaviours promote student accountability for learning, may support clinicians to more effectively manage their dual roles of clinical care and student support. An integrative approach was adopted for this review. A search of the Cumulative Index of Nursing and Allied Health Literature, Pubmed, Scopus and Embase was undertaken, limited to articles published between 2000 and March 2017. Whittemore and Knafls' (2005) framework for conducting integrative reviews was used to ensure a methodological and rigorous approach. Nine studies were considered. Behaviours emerged in relation to four themes including: belongingness associated with a genuine partnership; empowerment and increasing student self-efficacy; trust linked to increasing and staged independence; and balancing clinical and educational requirements. Behaviours of nurses significantly influence students' accountability for learning and accordingly, their ability to be adequately prepared for professional nursing practice. Understanding behaviours that impact on students' approach to clinical placement can guide nurses in their approach to facilitating student learning, in particular, behaviours that increase student responsibility and independence over the continuum of clinical education. Copyright © 2018 Elsevier Ltd. All rights reserved.

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement.

PubMed

Glennie, Elizabeth; Bonneau, Kara; Vandellen, Michelle; Dodge, Kenneth A

2012-01-01

Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time-that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school's performance composite include scores of zero on end-of-grade tests for those who leave school.

Missing Friendships: Understanding the Absent Relationships of Local and International Students at an Australian University

ERIC Educational Resources Information Center

McKenzie, Lara; Baldassar, Loretta

2017-01-01

In recent years, research on higher education has increasingly examined the realities of internationalisation, with a particular focus on international students' experiences and internationalisation at home programs. These studies have explored the friendships of international students, including their relationships with both locals and…

Special Educators' Roles as Virtual Teachers

ERIC Educational Resources Information Center

Coy, Kimberly

2014-01-01

Students with disabilities are included in the nearly two million students who attend school online (Queen & Lewis, 2011). Like many families, parents of children with disabilities are increasingly considering online schools as an option for their child's education. Online schools may be more attractive to parents of students with disabilities…

Students' Distress over Grades: Entitlement or a Coping Response?

ERIC Educational Resources Information Center

Baer, Judith C.

2011-01-01

Faculties across disciplines have noted an increasing number of students who are highly distressed over grades, and this distress is accompanied by pervasive demands on professors. The student behavior takes several forms, including demands for higher grades, expectations of special accommodations by faculty, and the predictions of dire outcomes…

An Intensive Cultural Experience in a Rural Area.

ERIC Educational Resources Information Center

Thomas, Mary Durand; Olivares, Sergio A.; Kim, Hyun Jung; Beilke, Cheryle

2003-01-01

Discusses how, following an intensive 2-day clinical experience for nursing students in a rural, culturally diverse region, student evaluations and papers showed evidence of cultural learning and increased knowledge of rural health care systems. Includes reflections by a teaching associate and two students. (Contains 33 references.) (SK)

A Group Counseling and Educational Program for Students with Usher's Syndrome.

ERIC Educational Resources Information Center

Vernon, McCay; Hicks, Wanda

1983-01-01

Group counseling for secondary students with Usher's syndrome, a genetic condition resulting in hearing impairment at birth and gradual loss of vision, was intended to provide information and opportunities for expression. Results included practical changes in school environment, increased information about deaf-blindness for the students, and help…

Making Students Eat Their Greens: Information Skills for Chemistry Students

ERIC Educational Resources Information Center

George, Sarah; Munshi, Tasnim

2016-01-01

Employers are increasingly requiring a range of "soft" skills from chemistry graduates, including the ability to search for and critically evaluate information. This paper discusses the issues around encouraging chemistry students to engage with information skills and suggests curricular changes which may help to "drip-feed"…

Ah-choo! Increased Risk of Pollen Allergies in the Northern Hemisphere

ERIC Educational Resources Information Center

Constible, Juanita; Sandro, Luke

2008-01-01

In this problem-based learning activity designed for nonscience majors, students assume the roles of scientists working for a public relations firm. Teams of students design communication products illustrating links between climate change and pollen allergies. Students develop a variety of process skills critical to scientists, including working…

Student Affairs and Information Technology: Collaborating in the Cloud

ERIC Educational Resources Information Center

Barbatis, Peter Reyes

2014-01-01

Student affairs and information technology have opportunities to partner in order to increase student satisfaction and retention rates and to assist institutions to comply with federal educational regulations. This chapter contains four examples of emerging best practices and future initiatives including: (a) the admissions pipeline, (b)…

Lecture-Free High School Biology Using an Audience Response System

ERIC Educational Resources Information Center

Barnes, Larry J.

2008-01-01

Audience Response Systems (ARS) represent a powerful new tool for increasing student engagement. ARS technology (known variously as electronic voting systems, personal response systems, interactive student response systems, and classroom performance systems) includes one hand-held remote per student, a receiver (infrared or radio frequency,…

First Generation College Students: Indicators of College Persistence and Graduation

ERIC Educational Resources Information Center

Moore, Angelica

2013-01-01

First generation college students are accessing colleges and universities at an increased rate. However, first generation college students, which include a disproportionate number of minorities and low income populations, continue to lag behind their counterparts in graduating from college. More prevalent in the research are factors that cause…

Open-Ended Assignments and Student Responsibility

ERIC Educational Resources Information Center

Brauner, Annelie; Carey, Jannette; Henriksson, Marie; Sunnerhagen, Maria; Ehrenborg, Ewa

2007-01-01

An inquiry-based laboratory course was created in an effort to increase student responsibility in learning and to improve teaching in areas related to molecular medicine. Authentic medical cases with both scientific and clinical aspects formed the basis of a project-oriented course that also included student laboratory work focused on the…

Online Tools to Support the Delivery of Evidence-Based Practices for Students with ASD

ERIC Educational Resources Information Center

Sam, Ann M.; Kucharczyk, Suzanne; Waters, Victoria

2018-01-01

Educators continually encounter new challenges that require different tools or ways to utilize current tools in novel ways. Common challenges when working with students with autism spectrum disorder (ASD) may include addressing interfering behavior, developing communication systems, increasing social opportunities for students, and addressing…

Techniques for Motivating Interest in Reading for the Disadvantaged High School Student

ERIC Educational Resources Information Center

Usova, George

1978-01-01

After explaining why disadvantaged youth have little interest in reading, this paper prescribes eight techniques to increase student interest in reading, including reading aloud with and to the students, acting out the reading material, using the newspaper, and advertising reading around the school. (RL)

A Qualitative Analysis of the Bullying Prevention and Intervention Recommendations of Students in Grades 5 to 8

ERIC Educational Resources Information Center

Cunningham, Charles E.; Cunningham, Lesley J.; Ratcliffe, Jenna; Vaillancourt, Tracy

2010-01-01

Focus groups explored the bullying prevention suggestions of 62 Grade 5 to 8 students. Discussions were transcribed and analyzed thematically. Students advocated a comprehensive approach including uniforms, increased supervision, playground activities, group restructuring to prevent social isolation, influential presenters, prevention skills…

Elections: An Instructional Unit for Elementary Grades.

ERIC Educational Resources Information Center

McClain, Janet; And Others

In order to increase students' awareness of their place in the nation's political life, this unit introduces young children to the electoral process. Each lesson includes objectives, materials, procedures, and supplementary materials that can be duplicated for student use. The first five lessons are designed to improve student awareness of…

Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic-Serving Institution

ERIC Educational Resources Information Center

Daniels, Heather; Grineski, Sara E.; Collins, Timothy W.; Morales, Danielle X.; Morera, Osvaldo; Echegoyen, Lourdes

2016-01-01

Undergraduate research experiences (UREs) confer many benefits to students, including improved self-confidence, better communication skills, and an increased likelihood of pursuing science careers. Additionally, UREs may be particularly important for racial/ethnic minority students who are underrepresented in the science workforce. We examined…

Neurodiversity in Education. Trends Shaping Education Spotlight 12

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Diversity in the classroom includes differences in the way students' brains learn, or neurodiversity. Neurodevelopmental disorders such as autism spectrum disorder (ASD) and attention deficit hyperactive disorder (ADHD) affect increasingly large numbers of students. Education systems must work to meet the needs of these students and ensure that…

International Students' Proactive Behaviors in the United States: Effects of Information-Seeking Behaviors on School Life

ERIC Educational Resources Information Center

Cho, Jaehee; Lee, Seungjo

2016-01-01

Considering the continuous increase of international students, the main goal of this study was to examine how international students' proactive behaviors, particularly information seeking behaviors, would impact key emotional outcomes including communication satisfaction with instructors and school-life satisfaction. For this investigation, we…

Tips for Dealing with Behavior Management Issues

ERIC Educational Resources Information Center

Bechtel, Pamela A.; Stevens, Lisa A.; Brett, Christine E. W.

2012-01-01

The increased diversity of today's students included in P-12 physical education classes creates new challenges in behavior management for physical education teachers. Currently more students with identified at-risk behaviors, as well as more students with physical or mental disabilities, are placed in general physical education classes. This…

Focus on Student Success: Components for Effective Summer Bridge Programs

ERIC Educational Resources Information Center

Gonzalez Quiroz, Alicia; Garza, Nora R.

2018-01-01

Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for…

Using Pets as "Therapists" for Children with Developmental Disabilities.

ERIC Educational Resources Information Center

Polt, James M.; Hale, Carla

1985-01-01

A center for retarded students provided students contacts with animals on a regular basis to help students overcome their fear, increase self-confidence and self-esteem, develop nurturing skills, and learn cooperation. Case studies of six children who showed special benefits from the program are included. (CL)

Graduate Student Survey 1982-83. AIP Report.

ERIC Educational Resources Information Center

Ellis, Susanne D.

Results of the 1982-1983 Graduate Student Survey of physics and astronomy graduates in the United States are presented. Information is provided on the educational background, current graduate student status, choice of subfield, and employment prospects. Highlights include the following findings: an increase occurred in the proportion of foreign…

Distance Education for the Not-So-Distant.

ERIC Educational Resources Information Center

Guernsey, Lisa

1998-01-01

Increasingly, students enrolled in regular college classes are taking online courses for convenience. Offering students these options raises administrative issues, including how to balance faculty teaching loads and pay for both forms of instruction. Critics say students choosing online courses are not getting the education they pay for, and…

Everyone Is a V.I.P. in This Class.

ERIC Educational Resources Information Center

Kosnik, Clare

1993-01-01

Notes that self-esteem remains an important factor in learning. Encourages detection of low self-esteem in students, teacher behavior aimed at increasing students' self-esteem, and promotion of a desirable classroom community. Specific steps include student participation in decision making and in cooperative games, individual invitations to join…

Building Authenticity in Social Media Tools to Recruit Postsecondary Students

ERIC Educational Resources Information Center

Sandlin, Jean Kelso; Peña, Edlyn Vallejo

2014-01-01

An increasing number of institutions utilize social media tools, including student-written blogs, on their admission websites in an effort to enhance authenticity in their recruitment marketing materials. This study offers a framework for understanding what contributes to prospective college students' perceptions of social media authenticity…

Realistic Drama: Modern Man's Search for Significance (A High School Curriculum Unit for the Gifted Students). Programs for Gifted Students.

ERIC Educational Resources Information Center

Girard, M. Phyllis

One in a series of booklets on instructional units for gifted students, the document centers on drama for high school students. Objectives of the interdisciplinary course include increased awareness of the dramatist's role in society and greater sensitivity to the creative process. An introductory section examines the major differences between…

The Chosen Tokens: Exploring the Work Experiences and Career Aspirations of Latina Midlevel Student Affairs Administrators in Higher Education

ERIC Educational Resources Information Center

Pertuz, Sofia Bautista

2017-01-01

Student Affairs serves as a viable career option for professionals working in higher education, including Latinas, who have increasingly entered as undergraduate students and found careers in student affairs. Latinas seem to be bottlenecked at midlevel, with few advancing to senior level leadership positions. According to the literature, negative…

An Exploration of Identity, Motivations and Concerns of Non-Traditional Students at Different Stages of Higher Education

ERIC Educational Resources Information Center

Taylor, Jacqui; House, Becky

2010-01-01

Non-traditional students are increasingly making up a larger part of the student body and can include students from various groupings, for example, differentiated by ethnicity, socio-economic class (SEC), disability, residential location or age. The aim of this initial exploratory study was to investigate whether and how the motivations, identity…

Representation and Student Engagement in Higher Education: A Reflection on the Views and Experiences of Course Representatives

ERIC Educational Resources Information Center

Carey, Philip

2013-01-01

Student engagement is increasingly part of higher education rhetoric. It is seen as a means for universities to understand and enhance the student experience. This has been prompted by a number of potentially conflicting factors. These include growing consumerism in higher education, the rise of user involvement and the notion of students as…

Improving the Students' Activity and Learning Outcomes on Social Sciences Subject Using Round Table and Rally Coach of Cooperative Learning Model

ERIC Educational Resources Information Center

Ningsih; Soetjipto, Budi Eko; Sumarmi

2017-01-01

The purpose of this study was: (1) to analyze increasing students' learning activity and learning outcomes. Student activities which were observed include the visual, verbal, listening, writing and mental visual activity; (2) to analyze the improvement of student learning outcomes using "Round Table" and "Rally Coach" Model of…

Simulation experience enhances physical therapist student confidence in managing a patient in the critical care environment.

PubMed

Ohtake, Patricia J; Lazarus, Marcilene; Schillo, Rebecca; Rosen, Michael

2013-02-01

Rehabilitation of patients in critical care environments improves functional outcomes. This finding has led to increased implementation of intensive care unit (ICU) rehabilitation programs, including early mobility, and an associated increased demand for physical therapists practicing in ICUs. Unfortunately, many physical therapists report being inadequately prepared to work in this high-risk environment. Simulation provides focused, deliberate practice in safe, controlled learning environments and may be a method to initiate academic preparation of physical therapists for ICU practice. The purpose of this study was to examine the effect of participation in simulation-based management of a patient with critical illness in an ICU setting on levels of confidence and satisfaction in physical therapist students. A one-group, pretest-posttest, quasi-experimental design was used. Physical therapist students (N=43) participated in a critical care simulation experience requiring technical (assessing bed mobility and pulmonary status), behavioral (patient and interprofessional communication), and cognitive (recognizing a patient status change and initiating appropriate responses) skill performance. Student confidence and satisfaction were surveyed before and after the simulation experience. Students' confidence in their technical, behavioral, and cognitive skill performance increased from "somewhat confident" to "confident" following the critical care simulation experience. Student satisfaction was highly positive, with strong agreement the simulation experience was valuable, reinforced course content, and was a useful educational tool. Limitations of the study were the small sample from one university and a control group was not included. Incorporating a simulated, interprofessional critical care experience into a required clinical course improved physical therapist student confidence in technical, behavioral, and cognitive performance measures and was associated with high student satisfaction. Using simulation, students were introduced to the critical care environment, which may increase interest in working in this practice area.

Researching the Real: Transforming the Science Fair through Relevant and Authentic Research

NASA Astrophysics Data System (ADS)

Davidson, Rosemary McBryan

This teacher research study documents the processes used to help students in an all-female, religious-based high school create science fair projects that are personally meaningful, scientifically sophisticated and up-to date in terms of science content. One-hundred sixteen young women in an honors chemistry class were introduced by their teacher to the methods used by science journalists when researching and crafting articles. The students then integrated these strategies into their science fair research through collaborative classroom activities designed by their teacher. Data collected during the process included audio and video tapes of classroom activities, student interviews, process work, finished projects, email conversations and the reflective journaling, annotated lesson plans, and memories of the lived experience by the teacher. The pedagogical changes which resulted from this project included the use of Read Aloud-Think Alouds (RATA) to introduce content and provide relevance, a discussion based topic selection process, the encouragement of relevant topic choices, the increased use of technology for learning activities and for sharing research, and an experimental design process driven by the student's personally relevant, topic choice. Built in feedback loops, provided by the teacher, peer editors and an outside editor, resulted in multiple revisions and expanded opportunities for communicating results to the community-at-large. Greater student engagement in science fair projects was evident: questioning for understanding, active involvement in decision making, collaboration within the classroom community, experience and expertise with reading, writing and the use of technology, sense of agency and interest in science related activities and careers all increased. Students communicated their evolving practices within the school community and became leaders who promoted the increased use of technology in all of their classes. Integrating journalistic practices into the research projects of these honors chemistry students also brought about positive changes in the attitude of the students toward science. The pedagogy implemented was successful at increasing the engagement of the participants in their own learning processes as well as increased interest in science. Moreover, the teacher researcher has expanded her skill set and is transitioning toward a more student-centered classroom. While this study focused on 116 honors chemistry students over the course of three years, it identified changes in practices that can be taken up and examined more broadly by science teachers who include science fairs as part of their curriculum.

Population Issues. Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1991

1991-01-01

Presents information about the problems caused by increasing population. Discusses the environmental impact and the ways that technology can be used to solve problems of overpopulation. Includes possible student outcomes and a student quiz. (JOW)

Reliability of Direct Behavior Ratings - Social Competence (DBR-SC) data: How many ratings are necessary?

PubMed

Kilgus, Stephen P; Riley-Tillman, T Chris; Stichter, Janine P; Schoemann, Alexander M; Bellesheim, Katie

2016-09-01

The purpose of this investigation was to evaluate the reliability of Direct Behavior Ratings-Social Competence (DBR-SC) ratings. Participants included 60 students identified as possessing deficits in social competence, as well as their 23 classroom teachers. Teachers used DBR-SC to complete ratings of 5 student behaviors within the general education setting on a daily basis across approximately 5 months. During this time, each student was assigned to 1 of 2 intervention conditions, including the Social Competence Intervention-Adolescent (SCI-A) and a business-as-usual (BAU) intervention. Ratings were collected across 3 intervention phases, including pre-, mid-, and postintervention. Results suggested DBR-SC ratings were highly consistent across time within each student, with reliability coefficients predominantly falling in the .80 and .90 ranges. Findings further indicated such levels of reliability could be achieved with only a small number of ratings, with estimates varying between 2 and 10 data points. Group comparison analyses further suggested the reliability of DBR-SC ratings increased over time, such that student behavior became more consistent throughout the intervention period. Furthermore, analyses revealed that for 2 of the 5 DBR-SC behavior targets, the increase in reliability over time was moderated by intervention grouping, with students receiving SCI-A demonstrating greater increases in reliability relative to those in the BAU group. Limitations of the investigation as well as directions for future research are discussed herein. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Implementation of basic chemistry experiment based on metacognition to increase problem-solving and build concept understanding

NASA Astrophysics Data System (ADS)

Zuhaida, A.

2018-04-01

Implementation of the experiment have the three aspects of the goal: 1) develop basic skills of experimenting; 2) develop problem-solving skills with a scientific approach; 3) improve understanding of the subject matter. On the implementation of the experiment, students have some weaknesses include: observing, identifying problems, managing information, analyzing, and evaluating. This weakness is included in the metacognition indicator.The objective of the research is to implementation of Basic Chemistry Experiment based on metacognition to increase problem-solving skills and build concept understanding for students of Science Education Department. The method of this research is a quasi- experimental method with pretest-posttest control group design. Problem-solving skills are measured through performance assessments using rubrics from problem solving reports, and results presentation. The conceptual mastery is measured through a description test. The result of the research: (1) improve the problem solving skills of the students with very high category; (2) increase the students’ concept understanding better than the conventional experiment with the result of N-gain in medium category, and (3) increase student's response positively for learning implementation. The contribution of this research is to extend the implementation of practical learning for some subjects, and to improve the students' competence in science.

A Module on Death and Dying to Develop Empathy in Student Pharmacists

PubMed Central

Olin, Jacqueline L.; Thornton, Phillip L.; Dolder, Christian R.; Hanrahan, Conor

2011-01-01

Objective To implement an integrated module on death and dying into a 15-week bioethics course and determine whether it increased student pharmacists’ empathy. Design Students participated in a 5-week death and dying module that included presentation of the film Wit, an interactive lecture on hospice, and a lecture on the ethics of pain management. Assessment Fifty-six students completed the 30-item Balanced Emotional Empathy Scale (BEES) before and after completing the module and wrote a reflective essay. Students demonstrated an appreciation of patient-specific values in their essay. Quantitative data collected via BEES scores demonstrated significant improvement in measured empathy. Conclusion A 5-week instructional model on death and dying significantly increased student empathy. PMID:21769147

The University of Oklahoma College of Medicine summer medical program for high school students.

PubMed

Larson, Jerome; Atkins, R Matthew; Tucker, Phebe; Monson, Angela; Corpening, Brian; Baker, Sherri

2011-06-01

To enhance diversity of applicants to University of Oklahoma College of Medicine, a Summer Medical Program for High School Students was started in 2009. This comprehensive pipeline program included sessions on applying to medical school, interaction with a panel of minority physicians and health care professionals role models, clinically oriented didactics taught by physician faculty, shadowing experiences in clinics and hospitals, and presentation of student research reports. Students' assessments in 2009 showed increased understanding of the medical school application process, the medical curriculum and the medical field, and an increase in students'likeliness to choose a medical career. Importance of long-term mentoring and follow-up with students to sustain their medical interests is discussed.

Physics Teacher Characteristics and Classroom Practices

NASA Astrophysics Data System (ADS)

Taylor, Melissa S.; Phillips, Jeffrey A.

2010-10-01

One hundred eighteen high school and college teachers in Southern California completed a web-based survey designed to better understand the differences in physics classrooms and the reasons behind the teachers' choices. Survey topics included teachers' familiarity and use of research-based instructional strategies, amount of student-student interaction in their classes, their views about teaching and their interactions with the physics teaching community. Partial results from the survey are presented in this paper. Among the findings was that while increased interactions with colleagues correlated with more student-student interactions, increased participation in conferences or reading of journals related to physics teaching did not.

Jarrib Baleha--a pilot nutrition intervention to increase water intake and decrease soft drink consumption among school children in Beirut.

PubMed

Abi Haidar, Gina; Lahham Salameh, Nina; Afifi, Rema A

2011-01-01

The Global School-based Student Health Survey (2005) indicated that in Lebanon, 33% of students in grades 7-9 drink carbonated soft drinks two or more times per day. Observational evidence suggests that students do not drink enough water. A pilot project called Jarrib Baleha ['try without it'] was implemented with 110 students in grades 3 and 4 in two schools in Lebanon to promote drinking water instead of soft drinks. Specific objectives included increasing knowledge about the benefits of water and the harms of soft drinks, increasing confidence in choosing water over soft drinks, and increasing actual water drinking behavior while decreasing soft drink consumption. Four 50-minute theory-informed, interactive and participatory sessions were implemented --by a graduate student in partial fulfillment of requirements for a MPH degree--over a period of two weeks. The intervention sessions--based on the Health Belief Model--took place during a class period. Process evaluation measured satisfaction of the students with the sessions. Impact evaluation measured changes in knowledge, attitudes including self-efficacy, and behavior, using a self-administered questionnaire completed prior to and after the intervention. Bivariate analysis using crosstabs was carried out to compare pretest and posttest scores on knowledge, attitudes, and behavior. Comparison of the knowledge index between pretest and posttest indicated that, overall, knowledge increased from 6.0769 to 9.1500 (p = 0.000). Compared to pretest, students at posttest also felt more confident to drink less soft drinks and more water (p < 0.05), to drink water when thirsty (p < 0.05), and to choose water over soft drinks when going to a restaurant (p < 0.05). The percentage of students drinking 6 or more cups of water increased from 27.7% to 59.1% (p = 0.000); and those drinking less than one can of soft drink/day increased from 25.5% to 57.6% (p = 0.000). These results are encouraging and suggest the Jarrib Baleha intervention could be implemented on a wider scale with students from both public and private schools. A more robust evaluation design is recommended. A comprehensive approach to school-based nutrition is also suggested.

"Mind Blown"--Including Exercise Science Students as Research Assistants to Reduce Ageist Perceptions

ERIC Educational Resources Information Center

Forlenza, Samuel T.; Bourassa, Dara

2017-01-01

The amount of older adults is increasing rapidly and the demands of an aging population will need to be met by professionals in many fields, including exercise science. However, many undergraduate students do not want to work with older adults. Therefore, this qualitative study sought to examine the experiences and perceptions of exercise science…

Including Students with Disabilities in Common Non-Summative Assessments. NCEO Brief. Number 6

ERIC Educational Resources Information Center

National Center on Educational Outcomes, 2012

2012-01-01

Inclusive large-scale assessments have become the norm in states across the U.S. Participation rates of students with disabilities in these assessments have increased dramatically since the mid-1990s. As consortia of states move toward the development and implementation of assessment systems that include both non-summative assessments and…

Increasing Inclusive Students' Achievement through Use of USATestPrep's Integrated Learning Systems

ERIC Educational Resources Information Center

Elom, Roslynn Darnell

2017-01-01

Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high…

A Hangover and a One-Night Stand: Alcohol and Risky Sexual Behaviour among Female Students at an Australian University

ERIC Educational Resources Information Center

Gilchrist, Heidi; Smith, Kylie; Magee, Christopher A.; Jones, Sandra

2012-01-01

Excessive alcohol consumption and heavy episodic drinking is increasingly common among female university students. This trend is concerning given that excessive alcohol consumption and binge drinking have several adverse effects, including increased levels of risky sexual behaviour. The findings presented here are the first step in establishing an…

Qualitative description of college students' dinner groups.

PubMed

Ball, Brita; Brown, Lora Beth

2012-01-01

To discover how college students conduct dinner groups and perceptions of the benefits and difficulties of participation. Qualitative study conducted with 7 focus groups. A university campus, with 36 students participating in dinner groups, defined as a group of 3 people or more cooking for one another (or together) and eating together at least 4 times a week. Dinner groups. The focus group recordings were transcribed, coded, and reconciled. NUDIST NVivo software (version 8, QSR International, Victoria, Australia, 2008) assisted in coding data to identify themes and subthemes. Dinner groups were composed of roommates or students living nearby. They rotated who made each dinner. Benefits identified included social interaction, increasing confidence in cooking, saving money and time, and eating more varied and healthful foods. Difficulties, which were uncommon, included increased time spent on days the student cooked and stresses related to cooking on a schedule. Students found that the benefits far outweighed the difficulties and universally wanted to continue in a dinner group. College students enjoyed dinner groups, and promoting them may be an option for improving college students' eating habits. Nearly all students believed that they ate better in a dinner group, but research is needed to assess actual intake. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

"The internet is a mask": High School students' suggestions for preventing cyberbullying.

PubMed

Parris, Leandra N; Varjas, Kris; Meyers, Joel

2014-08-01

Interactions through technology have an important impact on today's youth. While some of these interactions are positive, there are concerns regarding students engaging in negative interactions like cyberbullying behaviors and the negative impact these behaviors have on others. The purpose of the current study was to explore participant suggestions for both students and adults for preventing cyberbullying incidents. Forty high school students participated in individual, semi-structured interviews. Participant experiences and perceptions were coded using constant comparative methods to illustrate ways in which students and adults may prevent cyberbullying from occurring within their school and community. Students reported that peers would benefit from increasing online security, as well as becoming more aware of their cyber-surroundings. Regarding adult-provided prevention services, participants often discussed that there is little adults can do to reduce cyberbullying. Reasons included the difficulties in restricting online behaviors or providing effective consequences. However, some students did discuss the use of in-school curricula while suggesting that adults blame people rather than technology as potential ways to prevent cyberbullying. Findings from the current study indicate some potential ways to improve adult efforts to prevent cyberbullying. These strategies include parent/teacher training in technology and cyberbullying, interventions focused more on student behavior than technology restriction, and helping students increase their online safety and awareness.

On Listening.

ERIC Educational Resources Information Center

Strother, Deborah Burnett

1987-01-01

Discusses the formation of the International Listening Association to address concerns related to listening. The importance of teaching students effective listening skills is also outlined. New technology has increased the amount of listening in which students are engaged. Includes references. (MD)

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course

PubMed Central

Soluk, Lauren; Buddle, Christopher M.

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education. PMID:26594328

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course.

PubMed

Soluk, Lauren; Buddle, Christopher M

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education.

Examining How Video-Elicited Reflection Mediates Teacher Candidates' Beliefs about English Language Learners: A Multiple Case Study

ERIC Educational Resources Information Center

Gonzalez, Monica M.

2017-01-01

English Language Learners (ELLs) are students who speak a language other than English; they are the fastest growing student population in United States' (US) public schools and will include over 17 million students by the year 2020 (NCES,2015). The dramatic increase in the ELL student population means that all mainstream classroom teachers will…

Faculty Student Mentoring of First Year Traditional Baccalaureate Degree Nursing Students to Increase Retention and Decrease Attrition Rates

ERIC Educational Resources Information Center

Michalski, Melissa S.

2013-01-01

The purpose of this paper is to discuss the results of a faculty mentoring program of first year traditional baccalaureate degree nursing students at a university in the mid-west with multiple campuses, including three nursing campuses. One campus site was chosen for this project. The students were asked to participate in the project and informed…

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

PubMed

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

2010-01-01

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

Attendance and achievement in medicine: investigating the impact of attendance policies on academic performance of medical students.

PubMed

Subramaniam, Bs; Hande, S; Komattil, R

2013-04-01

The attendance mandate for the medical course in Melaka Manipal Medical College, Manipal, India was increased from 75% to 90% based on the assumption that the mandatory increase will improve the students' performance. To find out whether there is any correlation between class attendance and academic performance. This was an institution based retrospective analytical study. Students who have completed Phase I (first two and a half years) of the MBBS course were included in the study. Student marks and attendance, from the database were obtained from three random batches, each, from two clusters A and B respectively. Those who had a mandatory attendance requirement of 75% belonged to A (n = 243), and those who had a mandatory attendance percentage of 90% belonged to B (n = 360). Statistical analyses performed included, Pearson 2 tailed correlation to correlate class attendance with student performance; Cluster analysis to classify group average in a similarity matrix; t-test to determine significance of difference in percentage of students who attained 100% when the college changed mandatory attendance from 75% to 90%; Mann-Whitney test to find out if there was a better performance in university exam when attendance policy changed. There was a significant correlation between attendance and the students who passed in the University exam. The number of students in the pass category was maximum (>90%) compared to students in distinction and failed categories. Percentage of students with 100% attendance rose from 4% (n = 10) to 11% (n = 40) when the mandatory attendance was increased from 75% to 90%. Attendance policy correlated with better academic performance. Reducing absenteeism, probably contributed to the improved academic performance of the students. But the link between attendance and best and worst performances could not be predicted because of small numbers in every batch.

Impact of team composition on student perceptions of interprofessional teamwork: A 6-year cohort study.

PubMed

Lairamore, Chad; Morris, Duston; Schichtl, Rachel; George-Paschal, Lorrie; Martens, Heather; Maragakis, Alexandros; Garnica, Mary; Jones, Barbara; Grantham, Myra; Bruenger, Adam

2018-03-01

Interprofessional education (IPE) provides students with opportunities to learn about the roles and responsibilities of other professions and develop communication and teamwork skills. As different health professions have recognised the importance of IPE, the number of disciplines participating in IPE events is increasing. Consequently, it is important to examine the effect group structure has on the learning environment and student knowledge acquisition during IPE events. The purpose of this study was to determine the effect of group composition on student perceptions of interprofessional teamwork and collaboration when participating in a case-based IPE forum. To examine this construct, six cohorts of students were divided into two groups: Group-one (2010-2012) included students from five professions. Group-two (2013-2015) included students from 10 professions. The only other change for group-two was broadening the case scenarios to ensure a role for each profession. At the conclusion of the case-based IPE forums, both groups demonstrated a statistically significant increase in 'readiness for interprofessional learning' and 'interdisciplinary education perceptions'. However, participants in group-one (2010-2012) demonstrated a greater change in scores when compared to group-two (2013-2015). It was concluded a case-based IPE forum with students from numerous health professions participating in a discussion about broad case scenarios was moderately effective at introducing students to other health professions and increasing their knowledge of others' identities. However, a smaller grouping of professions with targeted cases was more effective at influencing student perceptions of the need for teamwork. When planning an IPE event, faculty should focus on intentional groupings of professions to reflect the social context of healthcare teams so all students can fully participate and experience shared learning.

Investigating ESL Students' Performance on Outcomes Assessments in Higher Education

ERIC Educational Resources Information Center

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

2012-01-01

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

Higher Education Students Registered with Disability Services and Practice Educators: Issues and Concerns for Professional Placements

ERIC Educational Resources Information Center

Nolan, Clodagh; Gleeson, Claire; Treanor, Declan; Madigan, Susan

2015-01-01

Introduction: The number of students with disabilities accessing Higher Education Institutions (HEIs), including professional courses, has increased substantially within the Republic of Ireland over the past 10 years [AHEAD (Association of Higher Education, Access, and Disability) 2012. "Survey on the Participation Rates of Students with…

The Effectiveness of an Online Curriculum on High School Students' Understanding of Biological Evolution

ERIC Educational Resources Information Center

Marsteller, Robert B.; Bodzin, Alec M.

2015-01-01

An online curriculum about biological evolution was designed to promote increased student content knowledge and evidentiary reasoning. A feasibility study was conducted with 77 rural high school biology students who learned with the online biological evolution unit. Data sources included the Biological Evolution Assessment Measure (BEAM), an…

Using a Latino Lens to Reimagine Aid Design and Delivery

ERIC Educational Resources Information Center

Santiago, Deborah A.

2013-01-01

Federal financial aid is critical to student access and success in postsecondary education for many students, including most Latinos. However, three current realities are challenging the effectiveness of federal financial aid policy today: (1) the inability of federal aid to keep pace with the increase in college costs for students; (2) the…

Relations of Physical Activity and Stress Vulnerability in University Students

ERIC Educational Resources Information Center

Xu, Furong; Liu, Wenhao; Chepyator-Thomson, Jepkorir Rose; Schmidlein, Robert

2018-01-01

There are increased concerns about depression and anxiety among college students. Thus in need of actions to find proper intervention strategies to target this issue. The purpose of this study was to examine association between leisure-time physical activity and stress vulnerability among college students. A modified survey including physical…

Designing a Marketing Course with Field Site Visits

ERIC Educational Resources Information Center

Van Doren, Doris; Corrigan, Hope Bober

2008-01-01

A key goal of including field site visits in marketing courses is to give business students increased interaction with industry professionals and community leaders. Site visits give students a concrete idea of how different marketing disciplines work in the business world. Business students gain greater insight into a career in marketing from this…

Informational Text Comprehension: Its Challenges and How Collaborative Strategic Reading Can Help

ERIC Educational Resources Information Center

McCown, Margaret Averill; Thomason, Gina B.

2014-01-01

With the increased emphasis on informational text with Common Core State Standards and the difficulty many students have with this type of text, this study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. Participating students included a…

Optimizing Partial Credit Algorithms to Predict Student Performance

ERIC Educational Resources Information Center

Ostrow, Korinn; Donnelly, Chistopher; Heffernan, Neil

2015-01-01

As adaptive tutoring systems grow increasingly popular for the completion of classwork and homework, it is crucial to assess the manner in which students are scored within these platforms. The majority of systems, including ASSISTments, return the binary correctness of a student's first attempt at solving each problem. Yet for many teachers,…

The Use of Peer Networks to Increase Communicative Acts of Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Kamps, Debra; Mason, Rose; Thiemann-Bourque, Kathy; Feldmiller, Sarah; Turcotte, Amy; Miller, Todd

2014-01-01

Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students' use of communication acts with peers during free play following instruction. Peer…

Credit Card Usage and Debt among College and University Students. ERIC Digest.

ERIC Educational Resources Information Center

Holub, Tamara

Since the late 1990s, lawmakers, college officials, consumer advocacy groups, and higher education practitioners have become increasingly concerned about the rising use of credit cards among college students. Some recent studies have provided information about credit card use among college students. These studies include: (1) a study conducted by…

Predictors of Assessment Accommodations Use for Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Cawthon, Stephanie W.; Wurtz, Keith A.

2010-01-01

Current accountability reform requires annual assessment for all students, including students with disabilities. Testing accommodations are one way to increase access to assessments while maintaining the validity of test scores. This paper provides findings from an exploratory logistic regression analysis of predictors of four accommodations used…

Learning Value at Senior High School Al-Kautsar Lampung for the Formation of Character

ERIC Educational Resources Information Center

Anwar, Chairul

2015-01-01

Globalization process went very quickly and move brings tremendous impact and implications for life, including educational institutions. Objectively, students in public schools and private are increasingly far deviated from the values of religious and moral values, the brawl between students, pornography and pornographic, played by students, abuse…

Indigenizing Leadership Concepts through Perspectives of Native American College Students

ERIC Educational Resources Information Center

Williams, Robin Starr

2012-01-01

The findings from this study were that the Native student leaders in Native student organization (NSO) have been impacted by their experiences in ways that were rewarding, supportive and increased participation. The benefits found from being in a NSO included communicating and networking, building a community on campus, representing Native…

50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges

ERIC Educational Resources Information Center

Breaux, Annette; Whitaker, Todd

2010-01-01

In a lively and engaging style, Annette Breaux and Todd Whitaker share 50 simple, straightforward techniques for improving student behavior and increasing student cooperation, participation, and achievement. Each practical, well-defined strategy can be applied in classrooms of all grade levels and subjects. Strategies include: (1) How to make…

Impact of Work Awareness Instruction for Adolescents with Special Needs.

ERIC Educational Resources Information Center

Black, Rhonda S.

A work awareness curriculum designed to help disabled students develop the core social skills critical to success in the workplace was developed and presented to disabled students in two states. The core social skills were identified in a literature review. The curriculum included activities to increase students' awareness of often-unstated…

Know Yourself: Comprehensive Health Education Material for High School Students.

ERIC Educational Resources Information Center

Chicago Public Schools, IL.

This book was developed to help high school students understand the changes taking place in their bodies and to learn about themselves at the same time. Topics include good grooming, clean health habits, human reproduction, sexually transmitted diseases, responsible sexual behavior, and substance abuse. This information can increase students'…

An Effective Model to Increase Student Attitude and Achievement: Narrative Including Analogies

ERIC Educational Resources Information Center

Akkuzu, Nalan; Akcay, Husamettin

2011-01-01

This study describes the analogical models and narratives used to introduce and teach Grade 9 chemical covalent compounds which are relatively abstract and difficult for students. We explained each model's development during the lessons and analyzed understanding students derived from these learning materials. In this context, achievement,…

Improving Student Outcomes with mCLASS: Math, a Technology-Enhanced CBM and Diagnostic Interview Assessment

ERIC Educational Resources Information Center

Wang, Ye; Gushta, Matthew

2013-01-01

The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student…

Deferring Higher Education Fees without Relying on Contributions from Non-Students

ERIC Educational Resources Information Center

Del Rey, Elena

2012-01-01

The benefits of deferring the payment of higher-education costs are increasingly acknowledged as a way to overcome student-borrowing constraints. Since higher education is a risky investment and students are generally risk averse, the repayment arrangements proposed in the literature frequently include some insurance. In a competitive environment,…

Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

ERIC Educational Resources Information Center

Ratsoy, Ginny R.

2011-01-01

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment--integrated into a course that included more traditional assignments--in the context of…

First Year Experiences of Low-Income Students at a Public Flagship University

ERIC Educational Resources Information Center

Ramsey, James Louis

2013-01-01

In order to improve the academic and cultural transition of low income, disadvantaged, first-generation, and working-class students at a public flagship institution, the purpose of this qualitative study is to listen as these students, with increasingly diverse background experiences, narrate their first-year experiences, including the summer…

Supporting Student Retention and Success: Including Family Areas in an Academic Library

ERIC Educational Resources Information Center

Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

2017-01-01

Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

Saudi Arabian International Graduate Students' Lived Experiences at a U.S. University

ERIC Educational Resources Information Center

Young, Barbara N.; Snead, Donald

2017-01-01

Enrollment of Saudi Arabian International students' in United States institutions of higher learning has increased substantially over the years since King Abdullah initially launched the Saudi scholarship program in 2005 that was renewed in 2010 and funded an outward flow of Saudi student, including females, to universities worldwide. A commitment…

Willingness to Study Abroad: An Examination of Kuwaiti Students

ERIC Educational Resources Information Center

Hackney, Kaylee; Boggs, David; Kathawala, Yunus; Hayes, John

2014-01-01

International education is an increasingly important part of business programs throughout the world. This paper investigates the willingness of Kuwaiti business students to study abroad. It tests the hypotheses that student willingness to study abroad is related to a number of variables, including self-efficacy, perceived benefit of study abroad,…

Implementing One-to-One Laptop Learning in Alberta's Schools: A Support Resource

ERIC Educational Resources Information Center

Alberta Education, 2010

2010-01-01

Research continues to support the many teaching and learning benefits of one-to-one laptop learning. Benefits range from improved student engagement and teacher-student interactions to the attainment of 21st century skills and the transformation of teacher practice. Additional benefits include improved student writing skills, increased teacher…

Problem-Solving Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

PubMed Central

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Objectives Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. Methods The participants consisted of 500 undergraduate students from Malaysian public universities. Results Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. Conclusion These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation. PMID:25830229

Instructional immediacy in elearning.

PubMed

Walkem, Kerrie

2014-01-01

Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

Effects of student choice on engagement and understanding in a junior high science class

NASA Astrophysics Data System (ADS)

Foreback, Laura Elizabeth

The purpose of this study was to determine the effects of increasing individual student choice in assignments on student engagement and understanding of content. It was predicted that if students are empowered to choose learning activities based on individual readiness, learning style, and interests, they would be more engaged in the curriculum and consequently would develop deeper understanding of the material. During the 2009--2010 school year, I implemented differentiated instructional strategies that allowed for an increased degree of student choice in five sections of eighth grade science at DeWitt Junior High School. These strategies, including tiered lessons and student-led, project-based learning, were incorporated into the "Earth History and Geologic Time Scale" unit of instruction. The results of this study show that while offering students choices can be used as an effective motivational strategy, their academic performance was not increased compared to their performance during an instructional unit that did not offer choice.

The impact of a freshman academy on science performance of first-time ninth-grade students at one Georgia high school

NASA Astrophysics Data System (ADS)

Daniel, Vivian Summerour

The purpose of this within-group experimental study was to find out to what extent ninth-grade students improved their science performance beyond their middle school science performance at one Georgia high school utilizing a freshman academy model. Freshman academies have been recognized as a useful tool for increasing academic performance among ninth-grade students because they address a range of academic support initiatives tailored to improve academic performance among ninth-grade students. The talent development model developed by Legters, Balfanz, Jordan, and McPartland (2002) has served as a foundational standard for many ninth grade academy programs. A cornerstone feature of this model is the creation of small learning communities used to increase ninth-grade student performance. Another recommendation was to offer credit recovery opportunities for ninth graders along with creating parent and community involvement activities to increase academic success among ninth-grade students. While the site's program included some of the initiatives outlined by the talent development model, it did not utilize all of them. The study concluded that the academy did not show a definitive increase in academic performance among ninth-grade students since most students stayed within their original performance category.

School Violence Is Not Going Away so Proactive Steps Are Needed

ERIC Educational Resources Information Center

Crews, Kylee; Crews, Jack; Turner, Freda

2008-01-01

Problems associated with school violence include higher than average teacher turnover, increased student dropout rates, students changing schools, and principals/teachers retiring early. There are 19 strategies offered that might reduce school violence.

Internet Addiction in High School Students in Turkey and Multivariate Analyses of the Underlying Factors.

PubMed

Kilic, Mahmut; Avci, Dilek; Uzuncakmak, Tugba

2016-01-01

The aim of this study is to examine the Internet addiction among adolescents in relation to their sociodemographic characteristics, communication skills, and perceived familial social support. This cross-sectional research is conducted in the high schools in some city centers, in Turkey, in 2013. In this study, cluster sampling was used. In each school, a class for each grade level was randomly selected, and all the students in the selected classes were included in the sample. One thousand seven hundred forty-two students aged between 14 and 20 years were included in the sample.The mean Internet Addiction Scale (IAS) score of the students was found to be 27.9 ± 21.2. According to the scores obtained from IAS, 81.8% of the students were found to display no symptoms (<50 points), 16.9% were found to display borderline symptoms (50-79 points), and 1.3% were found to be Internet addicts (≥80 points). According to the results of the binary logistic regression, male students and the students in single sex vocational schools were found to report higher levels of borderline Internet addiction. It was also observed that the IAS score increases when the father's educational level increases and when the students' school performance is worse. On the other hand, the IAS score decreases when the student grade level, perceived family social support, and communication skills scores increase.The risk factors for Internet addiction are being a male, low academic achievement, inadequate social support and communication skills, and father's high educational level.

Frequent fliers, school phobias, and the sick student: school health personnel's perceptions of students who refuse school.

PubMed

Torrens Armstrong, Anna M; McCormack Brown, Kelli R; Brindley, Roger; Coreil, Jeannine; McDermott, Robert J

2011-09-01

This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. In-depth interviews were conducted with school personnel at the middle school (N = 42), high school (N = 40), and district levels (N = 10). The findings focus on emergent themes from interviews with school health personnel (N = 12), particularly those themes related to their perceptions of and role in working with school-refusing students. Personnel, especially school health services staff, constructed a typification of the school-refusing student as "the sick student," which conceptualized student refusal due to reasons related to illness. Personnel further delineated sick students by whether they considered the illness legitimate. School health personnel referenced the infamous "frequent fliers" and "school phobics" within this categorization of students. Overarching dynamics of this typification included parental control, parental awareness, student locus of control, blame, and victim status. These typifications influenced how personnel reacted to students they encountered, particularly in deciding which students need "help" versus "discipline," thus presenting implications for students and screening of students. Overall, findings suggest school health personnel play a pivotal role in screening students who are refusing school as well as keeping students in school, underscoring policy that supports an increased presence of school health personnel. Recommendations for school health, prevention, and early intervention include the development of screening protocols and staff training. © 2011, American School Health Association.

A systematic review: Students with mental health problems--a growing problem.

PubMed

Storrie, Kim; Ahern, Kathy; Tuckett, Anthony

2010-02-01

The number of university students with a serious mental illness has risen significantly over the past few years. A systematic review was conducted that addressed emotional and or mental health problems of university students worldwide. In total, 572 articles were identified, of which 11 met inclusion criteria. Issues identified included types of problems experienced by students, how staff dealt with these students, barriers to seeking help, tools that facilitated help-seeking and epidemiological trends in the university student population. Recommendations include (i) providing better links between the university and external mental health providers, and (ii) increasing students' awareness of existing support services within and external to the university. As it is unrealistic to expect all academic staff to have the expertise required to deal with students with emotional problems, it is also recommended that (iii) policies and personnel with expertise in mental health are available to provide guidance for staff.

The characteristics and experiences of mature nursing students.

PubMed

Montgomery, Laura E A; Tansey, Etain A; Roe, Sean M

To explore the characteristics of mature nursing students, including how they perceive themselves, and to identify the problems they experience, which may influence whether they continue with their course. A sample of 239 students completed an anonymous questionnaire at the end of their first year of study for a diploma in nursing science. A question concerning age was included to enable identification of mature students, of which there were 90. Mature students as a group were desirable students, tending to perform better academically than their younger counterparts and bringing a wealth of caring experience to the course. However, mature students experienced additional pressures, for example financial concerns. When considering the potential benefits of educating mature students, the government and universities should be encouraging their recruitment and retention. An increase in the bursary and free or heavily subsidised childcare would help to alleviate financial concerns.

Problem-Solving Skills and Suicidal Ideation Among Malaysian College Students: the Mediating Role of Hopelessness.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2016-04-01

Recent evidence suggests that suicidal ideation has increased among Malaysian college students over the past two decades; therefore, it is essential to increase our knowledge concerning the etiology of suicidal ideation among Malaysian college students. This study was conducted to examine the relationships between problem-solving skills, hopelessness, and suicidal ideation among Malaysian college students. The participants included 500 undergraduate students from two Malaysian public universities who completed the self-report questionnaires. Structural equation modeling estimated that college students with poor problem-solving confidence, external personal control of emotion, and avoiding style were more likely to report suicidal ideation. Hopelessness partially mediated the relationship between problem-solving skills and suicidal ideation. These findings reinforce the importance of poor problem-solving skills and hopelessness as risk factors for suicidal ideation among college students.

Reducing the distance: equity issues in distance learning in public education

NASA Astrophysics Data System (ADS)

Campbell, Patricia B.; Storo, Jennifer

1996-12-01

Distance learning and educational equity both began with an emphasis on access, on providing underserved students with an increased access to education. Today definitions of equity have gone beyond simple access to include equal or equivalent treatment and outcomes while definitions of underserved students have expanded to include girls, children of color, children with limited English proficiency and children with disabilities. At the same time the definition of distance learning has expanded to include new technologies, new audiences and new roles. Based on these new definitions and roles, the article raises a number of equity challenges for distance learning educators centering around who is taught, what is taught and how the teaching is done. To answer these challenges, a series of recommendations are suggested that educators can implement to make distance learning a leader in increasing educational equity for all students. The time to act is now.

"Post It on the Wall!": Using Facebook to Complement Student Learning in Gender and Women's Studies Courses

ERIC Educational Resources Information Center

Alexander, Susan M.; Sapra, Sonalini

2013-01-01

College professors, including those in women's studies, are increasingly implementing pedagogical methods that include online social networking tools such as YouTube, Facebook, Friendster, Del.icio.us, blogs, etc., to enhance face-to-face discussions in the classroom. The sharing of up-to-the-minute information on a site that students are already…

Teaching evidence-based medicine: Impact on students' literature use and inpatient clinical documentation.

PubMed

Sastre, Elizabeth Ann; Denny, Joshua C; McCoy, Jacob A; McCoy, Allison B; Spickard, Anderson

2011-01-01

Effective teaching of evidence-based medicine (EBM) to medical students is important for lifelong self-directed learning. We implemented a brief workshop designed to teach literature searching skills to third-year medical students. We assessed its impact on students' utilization of EBM resources during their clinical rotation and the quality of EBM integration in inpatient notes. We developed a physician-led, hands-on workshop to introduce EBM resources to all internal medicine clerks. Pre- and post-workshop measures included student's attitudes to EBM, citations of EBM resources in their clinical notes, and quality of the EBM component of the discussion in the note. Computer log analysis recorded students' online search attempts. After the workshop, students reported improved comfort using EBM and increased utilization of EBM resources. EBM integration into the discussion component of the notes also showed significant improvement. Computer log analysis of students' searches demonstrated increased utilization of EBM resources following the workshop. We describe the successful implementation of a workshop designed to teach third-year medical students how to perform an efficient EBM literature search. We demonstrated improvements in students' confidence regarding EBM, increased utilization of EBM resources, and improved integration of EBM into inpatient notes.

Stakeholder Perceptions of Barriers and Solutions to Significant Expansion of Postsecondary Enrollment Options for High School Students

ERIC Educational Resources Information Center

Wozniak, Carl; Palmer, Louann Bierlein

2012-01-01

Post-secondary experiences for students still in high school have been promoted as a means to increase academic rigor and create a better-trained workforce. Yet little is known regarding supports needed to significantly increase such options. This study obtained input from 411 stakeholders in one Midwestern state, including 201 district…

Increasing In-School Food Consumption of an Elementary Student with Emotional/Behavioral Disorders: A Case Study

ERIC Educational Resources Information Center

Wood, Brenna K.; Flanagan, Timothy F.

2013-01-01

Researchers conducted the present case study to address the immediate need of a student who consumed food at home and refused all food and liquids in her elementary school setting. In order to increase in-school food consumption, researchers developed a multicomponent treatment package that included antecedent adjustments (time and place food was…

Reasons behind the increase in research activities among medical students of Karachi, Pakistan, a low-income country.

PubMed

Baig, Shoukat Ali; Hasan, Syed Askari; Ahmed, Syed Mustajab; Ejaz, Kiran; Aziz, Sina; Dohadhwala, Nava Asad

2013-01-01

Previously, in a low-income country with limited resources like Pakistan, biomedical research was conducted mostly by individuals working in private organizations. Recently, there has been an upsurge in the number of medical students conducting research in both private and public medical colleges of Karachi, Pakistan. We investigated student perceptions of the reasons behind the increase in biomedical research among medical students of private and public medical colleges in Karachi, Pakistan. This cross-sectional study was conducted at four medical universities of Karachi, using structured data collection tool. Participants included medical students who stated that they were interested in medical research. We assessed how many had been involved in research or stated that they intended to be, and tallied students' stated reasons why they were involved in research. Chi-square analyses were used to assess if year of training, institution, and other factors were associated with the likelihood of past or current actual research involvement. Out of the 398 students with research interest who participated in the study, 349 (88%) stated that they intended to do research projects in their undergraduate years. At the time of the study, only 202 (51%) reported that they had actually conducted research. The reasons given for engaging in research for a minority included personal interest (n = 136; 34%), while majority stated that their motivation was to improve their curriculum vitae (75%) and/or to be more competitive for a residency in the United States (43%). The reasons students gave for involvement in research were related to whether their schools were public versus private and to their year of study. According to students' reports, improving one's curriculum vitae to get a strong residency in the USA appeared to be a principal reason for the increase in biomedical research in Karachi. The challenges of research, such as lack of good mentors and increased work-load were reported to affect few students' ability to engage in research.

Changing the face of nursing faculty: minority faculty recruitment and retention.

PubMed

Stanley, Joan M; Capers, Cynthia Flynn; Berlin, Linda E

2007-01-01

Critical shortages in the nursing workforce pose life-and-death decisions for health care institutions. Similar shortages of nursing faculty, particularly nursing faculty with doctoral degrees, confront schools of nursing. Competition among health care institutions and schools of nursing for master's- and doctorally prepared nurses is fierce. Credentialed minority faculty are in even greater demand. Rising salaries and increasing opportunities outside of academia present significant barriers to schools of nursing seeking to recruit and retain minority nursing faculty. Challenges to increasing the number of minority nursing faculty surface very early in the pipeline and include competition among health professions and other disciplines for minority students. Successful long-term strategies to increase the number of minority nursing faculty must include strategies to attract higher numbers of minority students into baccalaureate, master's, and doctoral nursing programs. Several initiatives to increase minority student enrollment in the health professions are highlighted. Finally, strategies for recruiting, empowering, and retaining minority nursing faculty by schools of nursing are presented.

Impact of school flu vaccine program on student absences.

PubMed

Plaspohl, Sara S; Dixon, Betty T; Streater, James A; Hausauer, Elizabeth T; Newman, Christopher P; Vogel, Robert L

2014-02-01

Literature provides evidence that school attendance correlates with academic performance and student success. Influenza is a contributing factor to school absences. Primary prevention for influenza includes immunization. School-located influenza vaccine (SLIV) programs provide greater access for students to be immunized. A retrospective review of preexisting data from four academic years was conducted to examine the relationship between SLIV participation and absenteeism among students at eight public elementary schools in Effingham County, Georgia. Results identified differences in average frequency of absences between SLIV and non-SLIV years as well as between SLIV participants and nonparticipants for the 2 SLIV years. Implications for practice include the potential for increased herd immunity among students, which may also extend to other parties within the school community and at home, thus promoting overall wellness and future student success.

Initiatives to improve feedback culture in the final year of a veterinary program.

PubMed

Warman, Sheena M; Laws, Emma J; Crowther, Emma; Baillie, Sarah

2014-01-01

Despite the recognized importance of feedback in education, student satisfaction with the feedback process in medical and veterinary programs is often disappointing. We undertook various initiatives to try to improve the feedback culture in the final clinical year of the veterinary program at the University of Bristol, focusing on formative verbal feedback. The initiatives included E-mailed guidelines to staff and students, a faculty development workshop, and a reflective portfolio task for students. Following these initiatives, staff and students were surveyed regarding their perceptions of formative feedback in clinical rotations, and focus groups were held to further explore issues. The amount of feedback appeared to have increased, along with improved recognition of feedback by students and increased staff confidence and competence in the process. Other themes that emerged included inconsistencies in feedback among staff and between rotations; difficulties with giving verbal feedback to students, particularly when it relates to professionalism; the consequences of feedback for both staff and students; changes and challenges in students' feedback-seeking behavior; and the difficulties in providing accurate, personal end-of-rotation assessments. This project has helped improve the feedback culture within our clinics; the importance of sustaining and further developing the feedback culture is discussed in this article.

Determinants of physical activity and sedentary behaviour in university students: a qualitative study using focus group discussions.

PubMed

Deliens, Tom; Deforche, Benedicte; De Bourdeaudhuij, Ilse; Clarys, Peter

2015-02-28

College or university is a critical period regarding unhealthy changes in energy related behaviours in students. The first objective of this explorative study was to identify determinants of physical activity and sedentary behaviour in Belgian university students. Secondly, we aimed to collect ideas and recommendations to increase physical activity and decrease sedentary behaviours in university students. Using a semi-structured question guide, seven focus group discussions were conducted consisting of 17 male and 29 female university students from a variety of study disciplines, with a mean age of 20.7 ± 1.6 yrs. Using Nvivo9, an inductive thematic approach was used for data analysis. Students reported that both physical and sedentary activities were influenced by individual factors (e.g. perceived enjoyment, self-discipline, time and convenience), their social networks (e.g. (lack of) parental control, modelling, social support), physical environment (e.g. availability and accessibility, travel time/distance, prices), and macro environment (e.g. media and advertising). Furthermore, the relationships between determinants and university students' physical activity and sedentary behaviour seemed to be moderated by university characteristics, such as residency, university lifestyle, exams and academic pressure. Recommendations for future physical activity interventions include improving information strategies regarding on-campus sports activities, cheaper and/or more flexible sports subscriptions and formulas, including 'sports time' into the curricula, and providing university bicycles around campus. Students also believed that increasing students' physical activity might decrease their sedentary behaviour at the same time. The recommendations and ideas discussed in this study may facilitate the development of effective and tailored (multilevel) intervention programs aiming to increase physical activity and decrease sedentary behaviours in university students.

The effect of peer-group size on the delivery of feedback in basic life support refresher training: a cluster randomized controlled trial.

PubMed

Cho, Youngsuk; Je, Sangmo; Yoon, Yoo Sang; Roh, Hye Rin; Chang, Chulho; Kang, Hyunggoo; Lim, Taeho

2016-07-04

Students are largely providing feedback to one another when instructor facilitates peer feedback rather than teaching in group training. The number of students in a group affect the learning of students in the group training. We aimed to investigate whether a larger group size increases students' test scores on a post-training test with peer feedback facilitated by instructor after video-guided basic life support (BLS) refresher training. Students' one-rescuer adult BLS skills were assessed by a 2-min checklist-based test 1 year after the initial training. A cluster randomized controlled trial was conducted to evaluate the effect of student number in a group on BLS refresher training. Participants included 115 final-year medical students undergoing their emergency medicine clerkship. The median number of students was 8 in the large groups and 4 in the standard group. The primary outcome was to examine group differences in post-training test scores after video-guided BLS training. Secondary outcomes included the feedback time, number of feedback topics, and results of end-of-training evaluation questionnaires. Scores on the post-training test increased over three consecutive tests with instructor-led peer feedback, but not differ between large and standard groups. The feedback time was longer and number of feedback topics generated by students were higher in standard groups compared to large groups on the first and second tests. The end-of-training questionnaire revealed that the students in large groups preferred the smaller group size compared to their actual group size. In this BLS refresher training, the instructor-led group feedback increased the test score after tutorial video-guided BLS learning, irrespective of the group size. A smaller group size allowed more participations in peer feedback.

Drinking Patterns Across Spring, Summer, and Fall in 462 University Students.

PubMed

Schuckit, Marc A; Smith, Tom L; Clausen, Peyton; Skidmore, Jessica; Shafir, Alexandra; Kalmijn, Jelger

2016-04-01

Student heavy drinking and associated problems are common at most universities and fluctuate throughout the calendar year, with marked increases during celebrations. Most studies of student drinking are limited to the academic year itself, and relatively few focus specifically on special heavy drinking events. Even fewer studies include drinking during summer break and subsequent school return. In the context of an experimental protocol, beginning in January 2014, alcohol-related characteristics were evaluated 8 times over 55 weeks for 462 college freshmen, including periods that incorporated a campus festival, summer, and school return. Baseline predictors of drinking quantities over time included demography, substance use patterns, as well as environmental and attitudinal characteristics. Product-moment correlations evaluated relationships between baseline characteristics and subsequent quantities, and simultaneous entry regression analyses evaluated which characteristics most robustly predicted usual and maximum drinks over time. Maximum drinks per occasion increased 18% from the early spring (4/8/14 to 5/6/14) to the campus festival period (5/7/14 to 6/3/14), decreased 29% in the summer (7/8/14 to 8/5/14), and increased 31% on school return (10/7/14 to 11/4/14). The most robust predictors of higher quantities in regression analyses included items from each of the 3 major domains with the most consistent results seen for most baseline alcohol-related items and descriptive drinking norms (R(2) = 0.20 to 0.31). These data demonstrate important changes in students' drinking during the calendar year, including expected large increases during the month of a 1-day festival, large decreases over the summer, and resumption of relatively high quantities upon return to school. Copyright © 2016 by the Research Society on Alcoholism.

Law as Focus.

ERIC Educational Resources Information Center

Blythe, Joan Heiges

1989-01-01

Shows how teachers can increase students' general appreciation of literature and improve students' writing skills by studying literature with legal issues and images of the law. Cites several examples of such literature, including Geoffrey Chaucer's "Canterbury Tales," William Shakespeare's "Measure for Measure," and Jonathan…

Meeting Demand.

ERIC Educational Resources Information Center

Daneman, Kathy

1998-01-01

Addresses how a school district can use temporary classroom space to meet increasing student enrollment while additional space is being built. Provides examples of using portable facilities to supplement educational sites, including how to protect students who are in portable classrooms when tornadoes appear. (GR)

The Systemic Vision of the Educational Learning

ERIC Educational Resources Information Center

Lima, Nilton Cesar; Penedo, Antonio Sergio Torres; de Oliveira, Marcio Mattos Borges; de Oliveira, Sonia Valle Walter Borges; Queiroz, Jamerson Viegas

2012-01-01

As the sophistication of technology is increasing, also increased the demand for quality in education. The expectation for quality has promoted broad range of products and systems, including in education. These factors include the increased diversity in the student body, which requires greater emphasis that allows a simple and dynamic model in the…

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement

PubMed Central

GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.

2013-01-01

Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Conclusions/recommendations Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school’s performance composite include scores of zero on end-of-grade tests for those who leave school. PMID:24013958

College Student Perceptions and Learning Points from the Formal University Judicial Process: A Multiple Case Study

ERIC Educational Resources Information Center

Lucas, Christopher M.

2009-01-01

For educators in the field of higher education and judicial affairs, issues are growing. Campus adjudicators must somehow maximize every opportunity for student education and development in the context of declining resources and increasing expectations of public accountability. Numbers of student misconduct cases, including matters of violence and…

Canonical Correlation Analysis on Life Stress and Learning Burnout of College Students in Taiwan

ERIC Educational Resources Information Center

Huang, Yun-Chen; Lin, Shu Hui

2010-01-01

With rapid social changes, stress in life has increased significantly for everyone including college students. Understanding life stress among college students and how it may affect learning burnout has become an important concern for education researchers. The purposes of this study were (1) to assess the current status and factor structures of…

Unpacking the Formative Assessment Processes of Secondary Mathematics Teachers Who Use Wireless Networked Classroom Technology

ERIC Educational Resources Information Center

Roble, Amanda Jean

2015-01-01

The use of formative assessment can increase student achievement (Black & Wiliam, 1998a). However, some of the challenges of incorporating formative assessment into instruction include the length of time needed to collect, assess and provide feedback to all students and dealing with students misunderstandings and incorrect answers that are…

Adjustment Difficulties and Caregiving Burdens Faced by College Students with a Parent with Bipolar or Depressive Disorders

ERIC Educational Resources Information Center

Crandall, Erin K.; Ruggero, Camilo J.; Bain, Kathleen; Kilmer, Jared

2014-01-01

College campuses often host students who come from families where one or more parent has been affected by a bipolar or depressive disorder. The present study sought to determine whether these students face unique challenges in college, including increased adjustment difficulties as well as greater caregiving burden associated with their…

Does Climate Literacy Matter? A Case Study of U.S. Students' Level of Concern about Anthropogenic Global Warming

ERIC Educational Resources Information Center

Bedford, Daniel

2016-01-01

Educators seeking to address global warming in their classrooms face numerous challenges, including the question of whether student opinions about anthropogenic global warming (AGW) can change in response to increased knowledge about the climate system. This article analyzes survey responses from 458 students at a primarily undergraduate…

Learning by E-Learning for Visually Impaired Students: Opportunities or Again Marginalisation?

ERIC Educational Resources Information Center

Kharade, Kalpana; Peese, Hema

2012-01-01

In recent years, e-learning has become a valuable tool for an increasing number of visually impaired (VI) learners. The benefits of this technology include: (1) remote learning for VI students; (2) the possibility for teachers living far from schools or universities to provide remote instructional assistance to VI students; and (3) continuing…

Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says. REL 2013-002

ERIC Educational Resources Information Center

Gill, Brian; Bruch, Julie; Booker, Kevin

2013-01-01

States are increasingly interested in including measures of student achievement growth, or "value- added," in evaluating teachers. Annual state assessments, however, which are the typical measure of student growth, usually cover only reading and math teachers and only in grades 4-8. These state assessments thus cannot …

A Tale of Two Courses: Challenging Millennials to Experience Culture through Film

ERIC Educational Resources Information Center

Kirakosian, Katie; McLaurin, Virginia; Speck, Cary

2017-01-01

In this article, we discuss how adding a final film project to a revised "Culture through Film" course led to deeper student learning and higher rates of student success, as well as increased student satisfaction. Ultimately, we urge social science educators to include experiential projects in their courses that connect to all learning…

"Drunkorexia": Understanding Eating and Physical Activity Behaviors of Weight Conscious Drinkers in a Sample of College Students

ERIC Educational Resources Information Center

Wilkerson, Amanda H.; Hackman, Christine L.; Rush, Sarah E.; Usdan, Stuart L.; Smith, Corinne S.

2017-01-01

Objective: Behaviors of weight conscious drinkers (BWCD) include disordered eating, excessive physical activity (PA), and heavy episodic drinking. Considering that approximately 25% of the college students report BWCD, it is important to investigate what characteristics increase the likelihood of college students engaged in BWCD for both moderate…

THE EFFECTS OF THE BOSTON EDUCATIONAL ENRICHMENT PROGRAM ON CHILDREN'S ATTITUDES, VALUES, AND CREATIVITY.

ERIC Educational Resources Information Center

VREELAND, REBECCA S.

AN EVALUATION OF A 6-WEEK SUMMER EDUCATIONAL ENRICHMENT PROGRAM FOR DISADVANTAGED STUDENTS RANGING FROM PRESCHOOL TO GRADE NINE FOUND THAT DESPITE THE SHORTNESS OF THE SESSIONS PROGRESS WAS MADE TOWARD REACHING THE GOALS OF THE PROGRAM. THE GOALS INCLUDED INCREASING STUDENTS' VERBAL AND NONVERBAL CREATIVITY, DEVELOPING STUDENT COOPERATION AND…

The Impact of Service-Learning on Moral Development and Self-Esteem of Community College Ethics Students.

ERIC Educational Resources Information Center

Cram, Stanley Bruce

This study investigates the extent to which service-learning fosters moral development and increased self-esteem. Conducted at a large Midwestern community college, the study followed students enrolled in three sections of an Introduction to Ethics course, only two of which included a service-learning component. Student outcomes from the three…

The Affordances of Using a Flipped Classroom Approach in the Teaching of Mathematics: A Case Study of a Grade 10 Mathematics Class

ERIC Educational Resources Information Center

Muir, Tracey; Geiger, Vince

2016-01-01

Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. This study investigates a teacher's, and his students', perceptions…

The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations

ERIC Educational Resources Information Center

Zirkel, Sabrina

2008-01-01

Background: How best to serve a racially and ethnically diverse student body has been a topic of intensive theory development for the past 30 or 40 years. We have strong theoretical models regarding the need for and practice of multicultural education, the goals of which include both increased educational achievement for students of color and…

Conflicts in Chemistry: The Case of Plastics, a Role-Playing Game for High School Chemistry Students

ERIC Educational Resources Information Center

Cook, Deborah H.

2014-01-01

Conflicts in Chemistry: The Case of Plastics, an innovative role-playing activity for high school students, was developed by the Chemical Heritage Foundation to promote increased public understanding of chemistry. The pilot program included three high school teachers and their students at three different schools and documented implementation and…

The Effect of Regular Participation in an After-School Program on Student Achievement, Attendance, and Behavior

ERIC Educational Resources Information Center

Pastchal-Temple, Andrea Sheree

2012-01-01

Many school districts are using research-based strategies to increase student achievement. The "No Child Left Behind Act" of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district…

Behavior Management Strategies for Teachers: Achieving Instructional Effectiveness, Student Success, and Student Motivation--Every Teacher and Any Student Can! 2nd Edition.

ERIC Educational Resources Information Center

Harlan, Joan C.; Rowland, Sidney T.

This book provides tested methods for teachers to use in their behavior management and instructional efforts, offering strategies for maintaining and increasing appropriate behaviors as well as preventing and remediating inappropriate behaviors. Section 1, "Understanding Behavior and Selected Models," includes (1) "Understanding…

Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

ERIC Educational Resources Information Center

Denker, Katherine J.

2013-01-01

Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…

Changes in Perceptions: A Comparative Study of the Experiential Learning of International Student Teachers.

ERIC Educational Resources Information Center

McKay, Joane W.; Montgomery, Janey

This study was designed to provide a rich description of the changing perceptions student teachers had about increased personal growth and enhanced global awareness as a result of teaching placements in foreign countries. The study included an examination of research on the impact of international student teaching (IST) experiences, description of…

Student Perceptions of Engagement Using Mobile-Based Polling as an Audience Response System: Implications for Leadership Studies

ERIC Educational Resources Information Center

Noel, Dan; Stover, Sheri; McNutt, Mindy

2015-01-01

The increase in ownership and use of mobile-based devices among college students creates unique opportunities for faculty to develop highly engaging learning environments. With many educational institutions offering campus-wide Wi-Fi, students have the ability to use their mobile devices, including cell phones, tablets, and laptops for engaging…

What Helps and Hinders Indigenous Student Success in Higher Education Health Programmes: A Qualitative Study Using the Critical Incident Technique

ERIC Educational Resources Information Center

Curtis, Elana; Wikaire, Erena; Kool, Bridget; Honey, Michelle; Kelly, Fiona; Poole, Phillippa; Barrow, Mark; Airini; Ewen, Shaun; Reid, Papaarangi

2015-01-01

Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. "Tatou Tatou" is a qualitative research project utilising Kaupapa "Maori" research methodology and the Critical Incident Technique interview method to…

Should Students Have to Borrow? Autonomy, Wellbeing and Student Debt

ERIC Educational Resources Information Center

Martin, Christopher

2016-01-01

The orthodox view on higher education financing is that students should bear some of the costs of attending and, where necessary, meet that cost through debt financing. New economic realities, including protracted economic slowdown and increasing austerity of the state with respect to the public funding of goods and services has meant that the…

Differential Item Functioning Analysis for Accommodated versus Nonaccommodated Students

ERIC Educational Resources Information Center

Finch, Holmes; Barton, Karen; Meyer, Patrick

2009-01-01

The No Child Left Behind act resulted in an increased reliance on large-scale standardized tests to assess the progress of individual students as well as schools. In addition, emphasis was placed on including all students in the testing programs as well as those with disabilities. As a result, the role of testing accommodations has become more…

One-Course-at-a-Time "Block Plan" Re-examined by College That Adopted It 25 Years Ago.

ERIC Educational Resources Information Center

Gose, Ben

1995-01-01

Colorado College is reconsidering its block scheduling, in which students take eight immersion courses consecutively within the academic year, rather than taking several courses concurrently. Advantages of block scheduling include more intensive instruction and increased student focus on subject matter. Some students and faculty are concerned that…

Nonsuicidal self-injury in Asian versus Caucasian university students: who, how, and why?

PubMed

Turner, Brianna J; Arya, Shalini; Chapman, Alexander L

2015-04-01

The correlates of nonsuicidal self-injury (NSSI) among Asian and Caucasian university students; differences in the rates, frequency, forms, severity, and emotional contexts of NSSI among self-injuring students; and whether Asian students who are highly oriented toward Asian culture differed from those less oriented toward Asian culture in NSSI characteristics were investigated. University students (N = 931), including 360 Caucasian students (n = 95, 26.4%, with a history of ≥ 1 episode of NSSI) and 571 Asian students (n = 107, 18.7%, with a history of NSSI), completed questionnaires assessing NSSI, acculturation, and putative risk factors for NSSI. Caucasian students were more likely to report NSSI, particularly cutting behavior, self-injured with greater frequency and versatility, and reported greater increases in positively valenced, high arousal emotions following NSSI, compared to Asian students. Among Asian students, obsessive-compulsive symptoms, experiential avoidance, and anger suppression increased the likelihood of reporting a history of NSSI. Among Caucasian students, lack of emotional clarity and anger suppression increased likelihood of NSSI. Finally, some tentative findings suggested potentially important differences in rates and frequency of NSSI among Asian students who were highly oriented toward Asian culture compared with those less oriented toward Asian culture. © 2014 The American Association of Suicidology.

Increasing the Overall Quality and the Number of Women and Hispanic Geoscientists for the Workforce: Rebuilding an Undergraduate Program

NASA Astrophysics Data System (ADS)

Ford, M. T.; McGehee, T. L.

2014-12-01

Over the past ten years, the Geosciences Program at Texas A&M University-Kingsville has increased the number of Geology majors 400%, and in the past five years we have graduated 62 students, an increase of 800%. Of these graduates, 37% were Hispanic or African-American and 26% were women. Our graduates are high-achievers with 13% also graduating from the Honor's College (campus-wide rate is less than 1.5%) and that included three women and two Hispanic graduates. Two of these recent graduates are doctoral candidates and eleven are master's candidates at major universities. Of these, three master's candidates are Hispanic, including two women, and one doctoral candidate is a Hispanic woman. The recent productivity and quality changes in this program are attributed to our shift toward an undergraduate, student-centered focus. The increases in productivity resulted from the development of strong relationships with community colleges across the state and significant efforts in recruitment and retention. The major changes in quality included implementation of a strong field-oriented focus with full faculty participation, a strong undergraduate research program, a well-developed recruitment and retention plan, a GIS Certification incorporated into the geology degree, and a culture change to further student professional development. We have maintained over 50 majors in our program for the past three years through increased faculty presentations at high-schools and community colleges, a good University recruiting staff, and quarterly newsletters, focused on student achievements, sent to all prospective students and parents inquiring about the geology major. The resurgence of the oil and gas industry and the retirement of geoscientists have provided a steady stream of job opportunities for our graduates. The 79% that are not pursuing a graduate education accepted jobs after graduation. These include oil and gas entry level jobs, mining jobs, teaching jobs, and geospatial jobs. Our graduates are in high demand due to their strong field skills, research and/or GIS background and professional development, which includes a required two-credit course led by local industry professionals. These professionals also receive our program newsletter.

Nutrition and Cognitive Achievement: An Evaluation of the School Breakfast Program

PubMed Central

Frisvold, David E.

2014-01-01

This paper investigates the impact of the School Breakfast Program (SBP) on cognitive achievement. The SBP is a federal entitlement program that offers breakfast to any student, including free breakfast for any low-income student, who attends a school that participates in the program. To increase the availability of the SBP, many states mandate that schools participate in the program if the percent of free or reduced-price eligible students in a school exceeds a specific threshold. Using the details of these mandates as a source of identifying variation, I find that the availability of the program increases student achievement. PMID:25918449

[Systemic learning planification for medical students during oncology clinical rotation].

PubMed

Gonçalves, Anthony; Viens, Patrice; Gilabert, Marine; Turrini, Olivier; Lambaudie, Eric; Prebet, Thomas; Farnault, Bertrand; Eisinger, François; Gorincour, Guillaume; Bertucci, François

2011-12-01

The expected increase in cancer incidence emphasizes the need for specific training in this area, including either family physician or specialized oncologists. In France, the fourth to sixth years of medical teaching include both theoretical classes at the university and daily actual practice at the hospital. Thus, clinical rotations are thought to play a major role in the training of medical students and also largely participate to the choice of the student of his/her final specialty. Pedagogic quality of these rotations is dependent on multiple parameters, including a rigorous planification of the expected learning. Here, we reported a systemic planification of learning activities for medical students during an oncology rotation at the Paoli-Calmettes Institute in Marseille, France, a regional comprehensive cancer center. This planification includes an evaluation of learning requirements, definition of learning objectives, selection of learning methods and choice of methods of assessment of the students' achievement of these objectives as well as the learning activity itself.

Teaching procedural skills to medical students: A pilot procedural skills lab.

PubMed

Katz, Laurence M; Finch, Alexander; McKinnish, Tyler; Gilliland, Kurt; Tolleson-Rinehart, Sue; Marks, Bonita L

2017-01-01

Medical students have limited confidence in performing procedural skills. A pilot study was conducted to evaluate the effect of a multifaceted Procedural Skills Lab (PSL) on the confidence of medical students to perform procedural skills. Twelve 2nd year medical students were randomly selected to participate in a pilot PSL. The PSL students met with an instructor for 2 h once a week for 4 weeks. Students participated in a flipped classroom and spaced education program before laboratory sessions that included a cadaver laboratory. Procedural skills included a focused assessment with sonography in trauma (FAST) scan, cardiac echocardiogram, lumbar puncture, arthrocentesis, and insertion of intraosseous and intravenous catheters. Students in the PSL were asked to rank their confidence in performing procedural skills before and after completion of the laboratory sessions (Wilcoxon ranked-sum test). A web-based questionnaire was also emailed to all 2nd year medical students to establish a baseline frequency for observing, performing, and confidence performing procedural skills (Mann-Whitney U-test). Fifty-nine percent (n = 106) of 180 2nd year medical students (n = 12 PSL students [treatment group], n = 94 [control group]) completed the survey. Frequency of observation, performance, and confidence in performing procedural skills was similar between the control and treatment groups at baseline. There was an increased confidence level (p < 0.001) for performing all procedural skills for the treatment group after completion of the PSL. An innovative PSL may increase students' confidence to perform procedural skills. Future studies will examine competency after a PSL.

Opinions of dental students toward tobacco cessation intervention in the United Arab Emirates.

PubMed

Rahman, Betul; Hawas, Nuha; Rahman, Muhammed Mustahsen

2016-10-01

The objective of this study was to investigate the opinions of dental students, in one of the dental colleges in the United Arab Emirates (UAE), toward providing tobacco cessation interventions to their patients. Three-hundred-and-fifty students were administered a questionnaire including questions about tobacco cessation interventions (with a response rate of 77%). We generated descriptive statistics for all questions and examined the frequency distribution and percentages of all answers. Data were analysed using cross-tabulations and χ(2) -tests. The statistical significance was set at P < 0.05. While 83.4% of students agreed that dentists should be trained in tobacco cessation, 56% of students disagreed that they are adequately trained to assist the patient in stopping tobacco use. As the year of study increased, the students' 'agree' responses increased to the statements that the dentist should be trained and that the dentist has a role in assisting patients to stop smoking. Non-Arab students were more confident than Emiratis in tobacco cessation counselling. The percentage of female students who felt greatly confident in assisting was double that of male students. There was a significant difference between tobacco-user students and non-users in response to the question about dentist's role in assisting tobacco cessation. A comprehensive tobacco cessation education and training program should be included in dental schools' curriculum in the UAE to further improve student confidence in providing tobacco cessation services to their patients. © 2016 FDI World Dental Federation.

Comparing Outcomes from Field and Classroom Based Settings for Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

Skinner, M. R.; Harris, R. A.; Flores, J.

2011-12-01

Field based learning can be found in nearly every course offered in Geology at Brigham Young University. For example, in our Structural Geology course field studies substitute for labs. Students collect data their own data from several different structural settings of the Wasatch Range. Our curriculum also includes a two-week, sophomore-level field course that introduces students to interpreting field relations themselves and sets the stage for much of what they learn in their upper-division courses. Our senior-level six-week field geology course includes classical field mapping with exercises in petroleum and mineral exploration, environmental geology and geological hazards. Experiments with substituting field-based general education courses for those in traditional classroom settings indicate that student cognition, course enjoyment and recruiting of majors significantly increase in a field-based course. We offer a field-based introductory geology course (Geo 102) that is taught in seven, six-hour field trips during which students travel to localities of geologic interest to investigate a variety of fundamental geological problems. We compare the outcomes of Geo 102 with a traditional classroom-based geology course (Geo 101). For the comparison both courses are taught by the same instructor, use the same text and supplementary materials and take the same exams. The results of 7 years of reporting indicate that test scores and final grades are one-half grade point higher for Geo 102 students versus those in traditional introductory courses. Student evaluations of the course are also 0.8-1.4 points higher on a scale of 1-8, and are consistently the highest in the Department and College. Other observations include increased attendance, attention and curiosity. The later two are measured by the number of students asking questions of other students as well as the instructors, and the total number of questions asked during class time in the field versus the classroom. Normal classroom involvement includes two or three students asking nearly all of the questions, while in Geo 102 it is closer to half the class, and not the same students each time. Not only do more individuals participate in asking questions in Geo 102, but each participant asks more questions as well. Questions asked in class are generally specific to the discussion, while field questions are commonly multidisciplinary in nature. Field-based courses also encourage more students to collaborate with each other and to integrate shared observations due to the many different aspects of the geosciences present at each site. One of the most important pay-offs is the 50% increase in the number of students changing their major to geology in the field-based versus classroom-based courses. Field-based learning increases the depth of student understanding of the subjects they investigate as well as student involvement and enthusiasm in the class. The tradeoff we make for realizing significant individual and group discovery in the field is that more responsibility is placed on the student to understand the broad based geologic concepts found in the text. The field based approach allows the students to immediately apply their learning in real world applications.

Federal Student Aid Formula: Cost-of-Living Adjustment Could Increase Aid to a Small Percentage of Students in High-Cost Areas but Could Also Further Complicate Aid Process. Report to Congressional Committees. GAO-09-825

ERIC Educational Resources Information Center

US Government Accountability Office, 2009

2009-01-01

In fiscal year 2008, the Department of Education oversaw the distribution of approximately $96 billion in federal student financial aid, including $14.6 billion in Pell Grants to low- and middle-income students, to help students and their families pay for higher-education expenses. Much of this aid was distributed based on a formula specified in…

The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan

NASA Astrophysics Data System (ADS)

Chiu, Mei-Shiu

2016-12-01

The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students' diverse developments in cross-domain learning.

The Effects of Incorporating Classroom Pets into the Fourth Grade Science Curriculum

NASA Astrophysics Data System (ADS)

Admire, Maegan

The purpose of this study was to identify and promote successful teaching strategies that incorporate classroom pets in order to influence student engagement, achievement, and perceptions of animals. This was a small action research study conducted in a fourth grade science classroom. Both quantitative and qualitative data were obtained including, pre- and post-assessments, student interviews, researcher field notes, researcher journal, and student work. The results of this study revealed an increased academic achievement from the pre- to post-assessment, increased student observations and descriptions when discussing the animals, and increased student empathy toward the animals. The results also revealed that the teacher's incorporation of the animals within the science curriculum grew in ease over time, and that the animals provided the educator with opportunities to teach non-content related lessons and also a concrete experience for the teacher to apply and extend the science content.

“The Internet is a Mask”: High School Students' Suggestions for Preventing Cyberbullying

PubMed Central

Parris, Leandra N.; Varjas, Kris; Meyers, Joel

2014-01-01

Introduction: Interactions through technology have an important impact on today's youth. While some of these interactions are positive, there are concerns regarding students engaging in negative interactions like cyberbullying behaviors and the negative impact these behaviors have on others. The purpose of the current study was to explore participant suggestions for both students and adults for preventing cyberbullying incidents. Methods: Forty high school students participated in individual, semi-structured interviews. Participant experiences and perceptions were coded using constant comparative methods to illustrate ways in which students and adults may prevent cyberbullying from occurring within their school and community. Results: Students reported that peers would benefit from increasing online security, as well as becoming more aware of their cyber-surroundings. Regarding adult-provided prevention services, participants often discussed that there is little adults can do to reduce cyberbullying. Reasons included the difficulties in restricting online behaviors or providing effective consequences. However, some students did discuss the use of in-school curricula while suggesting that adults blame people rather than technology as potential ways to prevent cyberbullying. Conclusion: Findings from the current study indicate some potential ways to improve adult efforts to prevent cyberbullying. These strategies include parent/teacher training in technology and cyberbullying, interventions focused more on student behavior than technology restriction, and helping students increase their online safety and awareness. PMID:25157306

Strategies for enhancing medical student resilience: student and faculty member perspectives.

PubMed

Farquhar, Julia; Kamei, Robert; Vidyarthi, Arpana

2018-01-12

To improve programs aimed to enhance medical student resiliency, we examined both medical student and faculty advisor perspectives on resiliency-building in an Asian medical school. In two separate focus groups, a convenience sample of 8 MD-PhD students and 8 faculty advisors were asked to identify strategies for enhancing resilience. Using thematic analysis, two researchers independently examined discussion transcripts and field notes and determined themes through a consensus process. They then compared the themes to discern similarities and differences between these groups. Themes from the student suggestions for increasing resilience included "Perspective changes with time and experience", "Defining effective advisors," and "Individual paths to resiliency". Faculty-identified themes were "Structured activities to change student perspectives," "Structured teaching of coping strategies", and "Institution-wide social support". Students described themselves as individuals building their own resilience path and preferred advisors who were not also evaluators. Faculty, however, suggested systematic, structural ways to increase resilience. Students and advisors identified some common, and many distinct strategies for enhancing medical student resilience. Student/advisor discrepancies may exemplify a cultural shift in Singapore's medical education climate, where students value increased individualism and autonomy in their education. As medical schools create interventions to enhance resilience and combat potential student burnout, they should consider individually-tailored as well as system-wide programs to best meet the needs of their students and faculty.

Staff nurses and students: the good, the bad, and the ugly.

PubMed

Koontz, Angela M; Mallory, Judy L; Burns, Jane A; Chapman, Shelia

2010-01-01

Elements identified by student nurses as impacting learning in the clinical learning environment were explored. A significant element identified by participants was the staff nurse. Strategies for improvement and increasing learning opportunities are included in the discussion.

Teaching Intercultural Communication with "An Idiot Abroad"

ERIC Educational Resources Information Center

Crook, Brittani

2014-01-01

A desired outcome of teaching intercultural communication is cultivating an understanding and awareness of different cultural values while attempting to increase intercultural communication competence within our students. Goals of teaching intercultural communication include assisting students in recognizing, accepting, and appreciating cultural…

Using Gaming To Help Nursing Students Understand Ethics.

ERIC Educational Resources Information Center

Metcalf, Barbara L.; Yankou, Dawn

2003-01-01

An ethics game involves nursing students in defending actions in ethics-based scenarios. Benefits include increased confidence, ability to see multiple perspectives, values clarification, and exposure to decision-making models, professional responsibilities, ethical principles, social expectations, and legal requirements. Difficulties include…

How do Student Clients of a University-based Food Bank Cope with Food Insecurity?

PubMed

Farahbakhsh, Jasmine; Ball, Geoff D C; Farmer, Anna P; Maximova, Katerina; Hanbazaza, Mahitab; Willows, Noreen D

2015-12-01

To describe the food security status, food insecurity coping strategies, characteristics, and experiences of student clients of the Campus Food Bank (CFB) at the University of Alberta in Edmonton, Alberta, Canada. A convenience sample of 58 students completed a survey from April 2013 to April 2014. Food security status was determined using the "Adult Food Security Survey Module". Ninety percent of CFB student clients who participated in this study were food insecure, which included both moderately and severely food insecure groups. The most prevalent coping strategies for food insecurity included applying for a loan or bursary (86.2%), seeking employment or working more hours (84.5%), and purchasing food using a credit card (77.6%). Participants were a diverse mix of students, including graduate students (50.0%), international students (46.6%), and caregivers of children (24.1%). The most common primary sources of income were government student loans (29.3%) and research assistantships (20.7%). Most participants (82.8%) liked the food they received from the food bank. Food insecurity is highly prevalent among student clients of this university-based food bank. Students used a variety of coping strategies to increase their disposable income, highlighting the need for additional strategies to alleviate food insecurity among vulnerable students.

Experiences of faculty and students using an audience response system in the classroom.

PubMed

Thomas, Christine M; Monturo, Cheryl; Conroy, Katherine

2011-07-01

The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom.

Promoting research and audit at medical school: evaluating the educational impact of participation in a student-led national collaborative study.

PubMed

Chapman, Stephen J; Glasbey, James C D; Khatri, Chetan; Kelly, Michael; Nepogodiev, Dmitri; Bhangu, Aneel; Fitzgerald, J Edward F

2015-03-13

Medical students often struggle to engage in extra-curricular research and audit. The Student Audit and Research in Surgery (STARSurg) network is a novel student-led, national research collaborative. Student collaborators contribute data to national, clinical studies while gaining an understanding of audit and research methodology and ethical principles. This study aimed to evaluate the educational impact of participation. Participation in the national, clinical project was supported with training interventions, including an academic training day, an online e-learning module, weekly discussion forums and YouTube® educational videos. A non-mandatory, online questionnaire assessed collaborators' self-reported confidence in performing key academic skills and their perceptions of audit and research prior to and following participation. The group completed its first national clinical study ("STARSurgUK") with 273 student collaborators across 109 hospital centres. Ninety-seven paired pre- and post-study participation responses (35.5%) were received (male = 51.5%; median age = 23). Participation led to increased confidence in key academic domains including: communication with local research governance bodies (p < 0.001), approaching clinical staff to initiate local collaboration (p < 0.001), data collection in a clinical setting (p < 0.001) and presentation of scientific results (p < 0.013). Collaborators also reported an increased appreciation of research, audit and study design (p < 0.001). Engagement with the STARSurg network empowered students to participate in a national clinical study, which increased their confidence and appreciation of academic principles and skills. Encouraging active participation in collaborative, student-led, national studies offers a novel approach for delivering essential academic training.

Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S students report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. 42 MS PHD'S alumni have completed their PhD and are actively engaged in the ESS workforce.

Creating Lecture Tutorials for the Introductory Geoscience Classroom with Data Found on the Digital Library for Earth System Education (DLESE) Website

NASA Astrophysics Data System (ADS)

Kortz, K. M.; Jager, J. M.

2006-05-01

Lecture Tutorials (LTs) are short, interactive materials used during lectures that guide student learning and challenge students to think about their own misconceptions. They are designed to be used by instructors as a simple way to increase the amount of interactive learning in their classroom. We developed several geoscience LTs, using data sets found on the Digital Library for Earth System Education (DLESE) website when possible, in order to address the problems of student misconceptions and lack of appreciation of science. After a short lecture, the students were given 3 to 4 multiple choice questions about the material covered. They then worked in groups on an LT, participated in a class discussion and answered a second similar question set to test for additional learning. Based on the results of one author's students, the materials were revised and retested with the other's students. Student interviews were conducted to determine the role data sets played in changing student attitudes toward science. LTs in this study were written with two different purposes. One set focused on data interpretation and scientific methods using real-world data sets found on DLESE. We found little to no increase in pre-LT and post-LT performance on the question sets when these LTs were used. The other set of LTs specifically tackled misconceptions about a single geologic topic. Students showed a significant increase in pre-LT and post-LT learning based on the questions sets when these LTs were used. LTs that successfully decreased student misconceptions did not require the use of real-world data sets. We identified several factors influencing student performance on the pre- and post-LT questions, in addition to whether or not the LT focused on including data sets or tackling misconceptions. The distracters in the questions need to include the student misconceptions to verify the students have changed their understanding. This demonstrates a need for a large database of well-written and tested questions to use for evaluation purposes. If lectures are well-designed, effective, and address the focus of the LT, then the increase in student performance on the questions is reduced. However, students still have difficulties with not changing their previously-held conceptions which shows why the LTs are so effective when they address misconceptions - misconceptions cannot be overcome by simply listening to a lecture.

Feedback: an essential element of student learning in clinical practice.

PubMed

Clynes, Mary P; Raftery, Sara E C

2008-11-01

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

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

PubMed Central

Sharpe, Tom; Brown, Marty; Crider, Kim

1995-01-01

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

Improving Bioengineering Student Leadership Identity Via Training and Practice within the Core-Course.

PubMed

Rosch, David M; Imoukhuede, P I

2016-12-01

The development of a leadership identity has become significant in bioengineering education as a result of an increasing emphasis on teamwork within the profession and corresponding shifts in accreditation criteria. Unsurprisingly, placing bioengineering students in teams to complete classroom-based projects has become a dominant pedagogical tool. However, recent research indicates that engineering students may not develop a leadership identity, much less increased leadership capacity, as a result of such efforts. Within this study, we assessed two similar sections of an introductory course in bioengineering; each placed students in teams, while one also included leadership training and leadership practice. Results suggest that students in the leadership intervention section developed a strong self-image of themselves as leaders compared to students in the control section. These data suggest that creating mechanisms for bioengineering students to be trained in leadership and to practice leadership behaviors within a classroom team may be keys for unlocking leadership development.

The Effectiveness of an Online Curriculum on High School Students' Understanding of Biological Evolution

NASA Astrophysics Data System (ADS)

Marsteller, Robert B.; Bodzin, Alec M.

2015-12-01

An online curriculum about biological evolution was designed to promote increased student content knowledge and evidentiary reasoning. A feasibility study was conducted with 77 rural high school biology students who learned with the online biological evolution unit. Data sources included the Biological Evolution Assessment Measure (BEAM), an analysis of discussion forum posts, and a post-implementation perceptions and attitudes questionnaire. BEAM posttest scores were significantly higher than the pretest scores. However, the findings revealed that the students required additional support to develop evidentiary reasoning. Many students perceived that the Web-based curriculum would have been enhanced by increased immediate interaction and feedback. Students required greater scaffolding to support complex, process-oriented tasks. Implications for designing Web-based science instruction with curriculum materials to support students' acquisition of content knowledge and science process skills in a Web-based setting are discussed.

Medical student career intentions at the Christchurch School of Medicine. The New Zealand Wellbeing, Intentions, Debt and Experiences (WIDE) survey of medical students pilot study. Results part II.

PubMed

Gill, D; Palmer, C; Mulder, R; Wilkinson, T

2001-10-26

To record career preferences for medical students at the Christchurch School of Medicine and Health Sciences and investigate factors, including student debt, that might influence career decisions. A questionnaire, The New Zealand Wellbeing, Intentions, Debt, and Experiences (WIDE) Survey of Medical Students, was developed and administered to all 204 medical students at the Christchurch School of Medicine and Health Sciences. The survey included questions relating to preferred career intentions and factors influencing career decisions, including the decision to leave New Zealand to practise medicine. The response rate was 88%. 80% intend to practise medicine in New Zealand immediately after graduation, however 82% indicated that they would leave within two years of graduation. Financial opportunities overseas and level of debt were the strongest motivating factors to leave. Repayments towards student loans and increased salaries were factors that might retain people in New Zealand. Medical and surgical specialities were the most popular career choices. Personal interest was the strongest motivator for career choice. Practising in a rural community was not popular. Debt is one of a number of important factors influencing medical student career decisions including the decision to leave New Zealand. Initiatives addressing debt may be useful in retaining medical graduates in this country.

Fluctuations in the emotional intelligence of therapy students during clinical placements: Implication for educators, supervisors, and students.

PubMed

Gribble, Nigel; Ladyshewsky, Richard K; Parsons, Richard

2017-01-01

This study investigated the changes in emotional intelligence (EI) of occupational therapy, physiotherapy, and speech pathology students (therapy students). Clinical placements have multiple benefits including the development of interprofessional skills, enhancing practice skills and interpersonal skills. Higher EI competencies have been shown to have a positive impact on patient outcomes, teamwork skills, dealing with stress, and patient satisfaction. Data for this study were collected at two time points: before third-year therapy students commenced extended clinical placements (T1 with 261 students) and approximately 7 months later after students had completed one or more clinical placements (T2 with 109 students). EI was measured using the Emotional Quotient Inventory 2.0 (EQ-i 2.0 ). Only one EI score, assertiveness, demonstrated a significant decline. No EI score showed a significant increase. A third or more of the students showed increases of five points or more in self-actualisation, emotional expression, independence, reality testing and optimism. However, of concern were the five EI scores where therapy students' EI scores decreased by more than five points: assertiveness (where 38% of students declined), problem solving (37%), impulse control (35%), self-actualisation (35%), and stress tolerance (33%). With EI scores declining for some students during clinical placements, there are implications for clinical supervisors and interprofessional facilitators as clinical performance may decline concurrently. There is a range of potential reasons that clinical placements could negatively influence the EI competencies of a therapy student, including poor clinical supervision, conflict between a student, and supervisor and failing a clinical placement. The research suggests that interprofessional facilitators and university educators might consider students undertaking EI tests before clinical placements.

Alaska's Secondary Science Teachers and Students Receive Earth Systems Science Knowledge, GIS Know How and University Technical Support for Pre- College Research Experiences: The EDGE Project

NASA Astrophysics Data System (ADS)

Connor, C. L.; Prakash, A.

2007-12-01

Alaska's secondary school teachers are increasingly required to provide Earth systems science (ESS) education that integrates student observations of local natural processes related to rapid climate change with geospatial datasets and satellite imagery using Geographic Information Systems (GIS) technology. Such skills are also valued in various employment sectors of the state where job opportunities requiring Earth science and GIS training are increasing. University of Alaska's EDGE (Experiential Discoveries in Geoscience Education) program has provided training and classroom resources for 3 cohorts of inservice Alaska science and math teachers in GIS and Earth Systems Science (2005-2007). Summer workshops include geologic field experiences, GIS instruction, computer equipment and technical support for groups of Alaska high school (HS) and middle school (MS) science teachers each June and their students in August. Since 2005, EDGE has increased Alaska science and math teachers' Earth science content knowledge and developed their GIS and computer skills. In addition, EDGE has guided teachers using a follow-up, fall online course that provided more extensive ESS knowledge linked with classroom standards and provided course content that was directly transferable into their MS and HS science classrooms. EDGE teachers were mentored by University faculty and technical staff as they guided their own students through semester-scale, science fair style projects using geospatial data that was student- collected. EDGE program assessment indicates that all teachers have improved their ESS knowledge, GIS knowledge, and the use of technology in their classrooms. More than 230 middle school students have learned GIS, from EDGE teachers and 50 EDGE secondary students have conducted original research related to landscape change and its impacts on their own communities. Longer-term EDGE goals include improving student performance on the newly implemented (spring 2008) 10th grade, standards-based, High School Qualifying Exam, on recruiting first-generation college students, and on increasing the number of Earth science majors in the University of Alaska system.

Do Regular Social Work Faculty Earn Better Student Course Evaluations than Do Adjunct Faculty or Doctoral Students?

ERIC Educational Resources Information Center

Thyer, Bruce A.; Myers, Laura L.; Nugent, William R.

2011-01-01

Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the…

The Effect of Resource Services on Academic Achievement in Reading and Math in South Texas

ERIC Educational Resources Information Center

Birdwell, Jeanine; Kupczynski, Lori; Mundy, Marie-Anne; Bain, Steve

2015-01-01

Accountability measures with increased emphasis placed on assessment for all students have led more special education students to be placed in the general education classroom. The sample included students identified with specific learning disabilities at two high schools, 4A or larger, in South Texas. ANCOVA was utilized to analyze the data. This…

Different Underlying Motivations and Abilities Predict Student versus Teacher Persistence in an Online Course

ERIC Educational Resources Information Center

Higashi, Ross M.; Schunn, Christian D.; Flot, Jesse B.

2017-01-01

Free online courses, including Massively Open Online Courses, have great potential to increase the inclusiveness of education, but suffer from very high course dropout rates. A study of 172 K-12 students and 114 K-12 teachers taking the same free, online, summertime programming course finds that student and teacher populations have different…

The Power of Ethnic Studies: Portraits of First-Generation Latina/o Students Carving out "un Sitio" and Claiming "una Lengua"

ERIC Educational Resources Information Center

Marrun, Norma A.

2018-01-01

For more than 50 years, college and high school students, families, and community activists have fought for the preservation of ethnic studies. Qualitative research studies consistently have shown positive outcomes, including increased academic engagement and affirmation, for students who take ethnic studies in K-16. In this article, I argue that…

A Quantitative Analysis of the Relationship between an Online Homework System and Student Achievement in Pre-Calculus

ERIC Educational Resources Information Center

Babaali, Parisa; Gonzalez, Lidia

2015-01-01

Supporting student success in entry-level mathematics courses at the undergraduate level has and continues to be a challenge. Recently we have seen an increased reliance on technological supports including software to supplement more traditional in-class instruction. In this paper, we explore the effects on student performance of the use of a…

Opportunity through Online Learning: Experiences of First-in-Family Students in Online Open-Entry Higher Education

ERIC Educational Resources Information Center

Stone, Cathy; O'Shea, Sarah; May, Josephine; Delahunty, Janine; Partington, Zoë

2016-01-01

Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners…

"This Is How We Roll!": How "Successful" White Social Studies Teachers Build Solidarity with African American Students

ERIC Educational Resources Information Center

Boucher, Michael Lee, Jr.

2013-01-01

Despite a decade of concentration on closing the pervasive achievement gap in America, White students and Black students still attend schools with unequal results. Many strategies aimed at closing the gap exist, including increasing the number of African American teachers, but the majority of urban teachers are White, which will remain the case…

The Use of Pre-Recorded Lectures on Student Performance in Physiology

ERIC Educational Resources Information Center

Hadgu, Rim Mekonnen; Huynh, Sophia Hoang-Vy; Gopalan, Chaya

2016-01-01

There has been an increase in reliance on pre-recorded lectures (PRL) as a source of learning in place of live-lectures (LL) in higher education today but whether PRL can effectively replace LL remains unknown. We tested how students performed in the exam questions when PRL replaced LL. While PRL+ group included those students who watched the…

Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam

ERIC Educational Resources Information Center

Lucas, Matthew D.

2008-01-01

As the number of students practicing Islam increases it is ever-more important for all educators including special education teachers to understand a variety of specific Islam-related factors for the purpose of improving the education of these students. Therefore, the purpose of this paper is to present some of the common religious practices found…

Changes in Children's Consumption of Tomatoes through a School Lunch Programme Developed by Agricultural High-School Students

ERIC Educational Resources Information Center

Ishikawa, Midori; Kubota, Nozomi; Kudo, Keita; Meadows, Martin; Umezawa, Atsuko; Ota, Toru

2013-01-01

Objective: The purpose of the study was to discover whether tomato consumption in elementary- and middle-school students could be increased through a school lunch programme developed by agricultural high-school students acting as peer educators. Design: The high-school lunch programme included the process of growing tomatoes and providing a…

Readying Students to Test: The Influence of Fear and Efficacy Appeals on Anxiety and Test Performance

ERIC Educational Resources Information Center

von der Embse, Nathaniel P.; Schultz, Brandon K.; Draughn, Jeremy D.

2015-01-01

Educational accountability policies have led to a growth in the use of high-stakes examinations for a number of important educational decisions, including the evaluation of teacher effectiveness. As such, educators are under increasing pressure to raise student test performance. In an attempt to prepare students for a high-stakes exam, teachers…

Introduction to nursing. Creative strategies for generating interest in the major.

PubMed

Kopp, A M

1999-01-01

Beginning nursing students have a limited understanding of nursing as a major and a profession. Evaluation of previous Introduction to Nursing courses led faculty to a redesign which included classroom exercises and assignments that actively engage students in a wider variety of experiences. Increased student involvement had the effect of presenting a more realistic picture of nursing as a profession.

Effectiveness and Efficiency of Reading Error Correction Procedures on the Reading Accuracy, Reading Fluency, and Reading Comprehension of Fourth Grade Students

ERIC Educational Resources Information Center

Wallace, Jennifer N.

2013-01-01

As education law evolves, educators are faced with difficult decisions regarding curriculum, prevention programs, and intervention strategies to use with their students. The use of evidence-based strategies for all academic skill areas, including reading, has become increasingly common in schools. Twenty-four 4th grade students participated in an…

An Examination of the Potential of Secondary Mathematics Curriculum Materials to Support Teacher and Student Learning of Probabiility and Statistics

ERIC Educational Resources Information Center

Williams, Joshua E.

2016-01-01

The Common Core State Standards for Mathematics (CCSSSM) suggest many changes to secondary mathematics education including an increased focus on conceptual understanding and the inclusion of content and processes that are beyond what is currently taught to most high school students. To facilitate these changes, students will need opportunities to…

Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments

ERIC Educational Resources Information Center

DeVoss, Danielle Nicole; Eidman-Aadahl, Elyse; Hicks, Troy

2010-01-01

As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this…

Increasing Students' Attendance at Lecture and Preparation for Lecture by Allowing Students to Use Their Notes during Tests

ERIC Educational Resources Information Center

Messling, Paul A., III; Dermer, Marshall L.

2009-01-01

In an upper-division, college course with a lecture component and two laboratory sections, we experimentally evaluated a treatment package that included this contingency: "only if students attended lecture and submitted notes for each day's reading assignment could they use their notes during a later test," and instructions about the contingency.…

IYPT problems teach high school students about teamwork and the scientific method

NASA Astrophysics Data System (ADS)

Kochanski, K.; Klishin, A.

2015-12-01

Laboratory work is often STEM students' primary exposure to key creative and communicative skills in the sciences, including experimental design, trouble shooting, team work, and oral presentations. The International Young Physicists' Tournament (IYPT) teaches these skills by inviting high school students to investigate simple unsolved systems instead of reproducing familiar results. Students work in teams to form hypotheses, gather data, and present their results orally in a tournament format. The IYPT has published 17 questions yearly since 1988, and its archives are an efficient source of experimental problems for outreach programs and have also been used for first-year undergraduate project classes (Planisic, 2009). We present insights and outcomes from two schools in which we introduced a new extracurricular program based on the IYPT model. Twenty-four students worked in small teams for three hours per day for six weeks. Surprisingly, most teams chose problems in unfamiliar subject areas such as fluid dynamics, and tailored their approaches to take advantage of individual skills including soldering, photography, and theoretical analysis. As the program progressed, students developed an increasingly intuitive understanding of the scientific method. They began to discuss the repeatability of their experiments without prompting, and were increasingly willing to describe alternative hypotheses.

Daily reports of witnessing and experiencing peer harassment in middle school.

PubMed

Nishina, Adrienne; Juvonen, Jaana

2005-01-01

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age = 11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n = 95), within-subject analyses across 4 days revealed that both personally experienced and witnessed harassment were associated with increases in daily anxiety, whereas witnessing harassment buffered students against increases in humiliation on days when they personally experienced harassment. Evidence for witnessing as a buffer against increases in humiliation and anger was also found in Study 2 (n = 97) that included 5 daily reports. Witnessing harassment also protected students against increases in negative self-perceptions.

Learning outcomes as a tool to assess progression.

PubMed

Harden, Ronald M

2007-09-01

In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes-the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included-increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.

Materials R&D-student internships

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

Thompson, R.B.; Jiles, D.C.; Chumbley, L.S.

1995-05-01

This program has as an objective the conduct of programmatic research for the Advanced Industrial Concepts Materials Program while training minority graduate students in the process. Well-known demographics indicate that minorities will constitute an increasing fraction of our future work force. Consequently, efforts have been initiated to increase the fraction of minorities and women who choose technical career paths. Included are a wide ranging set of programs beginning with pre-school education, progressing through efforts to retain students in technical paths in grades K-12 and undergraduate education, and ending with encouraging graduate education. The Materials R & D - Student Internshipsmore » is a unique approach in the latter category. Here, we have focused on a particular area of applied materials research, the Advanced Industrial Concepts Materials Program. Our goal, then, is to educate minority graduate students in the context of this program. The Ames Laboratory was selected as a site for this pilot project since it is a DOE national laboratory, located on the campus of a major research university, which includes in its research interests programs with a strong technological flavor.« less

Colleges Debating Their Proper Role in Curbing Pornography on Campus.

ERIC Educational Resources Information Center

Koberstein, Jennifer A.

1986-01-01

Campus and administrative concerns about pornography on campus are increasing, including controversy over sale of periodicals on campus, screening of sexually explicit movies, student participation in films as actors, and education of students about social issues related to pornography. (MSE)

Ten Basic Suggestions to Social Studies Students for Improving Your Writing

ERIC Educational Resources Information Center

Roselle, Daniel

1977-01-01

Ten guidelines to help students improve their writing include clear expression, specificity, originality, avoiding stereotyping, linking paragraphs, setting time by parallel events, linking past and present, use of primary sources, giving evidence for generalizations, and reading to increase sensitivity. (AV)

Anesthesiology Teaching of Medical Students: A Changing Curriculum for Changing Times

ERIC Educational Resources Information Center

Ravin, Mark B.; Modell, Jerome H.

1975-01-01

A course in Life Support Systems that has been adapted to increased class size is described. The curriculum includes lectures, seminars, laboratory demonstrations and operating room and intensive care rounds to introduce the student to life support concepts. (Author/PG)

Web of Deceit.

ERIC Educational Resources Information Center

Minkel, Walter

2002-01-01

Discusses the increase in online plagiarism and what school librarians can do to help. Topics include the need for school district policies on plagiarism; teaching students what plagiarism is; pertinent Web sites; teaching students proper research skills; motivation for cheating; and requiring traditional sources of information for student…

Queer Pedagogy in Sex Education

ERIC Educational Resources Information Center

Drazenovich, George

2015-01-01

While increased visibility of gay, lesbian, transgendered, and queer people in public settings, including schools, is certainly freeing for many students, critical questions concerning whether popular media depictions of LGBTQ identities serve to liberate students, or instead facilitate subtle strategies of containment and ghettoizing, are being…

Voting Is Essential.

ERIC Educational Resources Information Center

Blasing, Rick

1996-01-01

Presents a lesson plan designed to increase students' participation in the electoral process and help them to create their own political opinions. Students examine political advertisements, candidate debates, and political cartoons. Includes tips on "How to get the most out of a debate" and suggested further activities. (MJP)

Integrated method of teaching in Web Quest activity and its impact on undergraduate students' cognition and learning behaviors: a future trend in medical education.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili

2015-01-14

Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students' learning behaviors. In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according to Web Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient's treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet.Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools. The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values. In view of Web Quest's positive impacts on students' learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended.

Factors that Influence Community College Students' Interest in Science Coursework

NASA Astrophysics Data System (ADS)

Sasway, Hope

There is a need for science education research that explores community college student, instructor, and course characteristics that influence student interest and motivation to study science. Increasing student enrollment and persistence in STEM is a national concern. Nearly half of all college graduates have passed through a community college at some point in their higher education. This study at a large, ethnically diverse, suburban community college showed that student interest tends to change over the course of a semester, and these changes are related to student, instructor, and course variables. The theoretical framework for this study was based upon Adult Learning Theory and research in motivation to learn science. Adult Learning Theory relies heavily on self-directed learning and concepts of andragogy, or the art and science of teaching adults. This explanatory sequential mixed-methods case study of student course interest utilized quantitative data from 639 pre-and post-surveys and a background and personal experience questionnaire. The four factors of the survey instrument (attention, relevance, confidence, and satisfaction) were related to motivation and interest by interviewing 12 students selected through maximum variation sampling in order to reach saturation. Qualitative data were collected and categorized by these factors with extrinsic and intrinsic themes emerging from personal and educational experiences. Analysis of covariance showed student characteristics that were significant included age and whether the student already held a post-secondary degree. Significant instructor characteristics included whether the instructor taught full- or part-time, taught high school, held a doctoral degree, and had pedagogical training. Significant course characteristics included whether the biology course was a major, elective, or service course; whether the course had a library assignment; and high attrition rate. The binary logistic regression model showed six significant variables that predicted increased student interest: older students, previous degree holders, students that took courses at night rather than during the daytime, students who were taught by instructors who taught high school, instructors who taught part-time, and students who had a non-STEM major. Methodological triangulation ensured that the research questions were adequately addressed, as qualitative data corroborated and provided insights for quantitative results. These findings imply that interventions such as implementation of professional development, specifically in andragogical training for instructors and support personnel, are necessary in order to properly address the needs of community college students. Policy makers need to ensure that proper academic and financial counseling systems are in place for students enrolled in these science courses. Students were affected by past experiences and required support from others in order to increase their interest and motivation to study science. This study will inform efforts to help community college students persist in the pipeline to join in the STEM workforce or transfer to four-year colleges.

Evaluating a Comprehensive Campus-Community Prevention Intervention to Reduce Alcohol-Related Problems in a College Population*

PubMed Central

Saltz, Robert F.; Welker, Lara R.; Paschall, Mallie J.; Feeney, Maggie A.; Fabiano, Patricia M.

2009-01-01

Objective: This article evaluates Western Washington University's Neighborhoods Engaging with Students project—a comprehensive strategy to decrease disruptive off-campus parties by increasing student integration into and accountability to the neighborhoods in which they live. The intervention includes increasing the number of and publicity regarding “party emphasis patrols” and collaboration with the city to develop a regulatory mechanism to reduce repeat problematic party calls to the same address. The enforcement components are complemented by campus-based, late-night expansion programming, as well as neighborhood engagement strategies including an educational Web site designed to increase students' knowledge of and skills in living safely and legally in the community, service-learning projects in the campus-contiguous neighborhoods, and a neighborhood-based conflict-resolution program. Method: The evaluation comprised data from three public universities in Washington. In addition to the Western Washington University site, a second campus created an opportunity for a “natural experiment” because it adopted a very similar intervention in the same time frame, creating two intervention sites and one comparison site. Annual, Web-based student surveys in 2005 and 2006 included measures of alcohol consumption, alcohol-related problems, and student perception of alcohol control and prevention activities. Results: Although statistical power with three campuses was limited, results using hierarchical linear modeling showed that the prevalence of heavy episodic drinking was significantly lower at the intervention schools (odds ratio = 0.73; N = 6, 150 students). Conclusions: The results suggest that alcohol control measures can be effective in reducing problematic drinking in college settings. These findings strongly support conducting a replication with greater power and a more rigorous design. PMID:19538909

Illness and risk behaviour in health care students studying abroad.

PubMed

Angelin, Martin; Evengård, Birgitta; Palmgren, Helena

2015-07-01

The numbers of university students studying abroad increase every year. These students are not tourists as their studies require different types of travel that expose them to different risks. Moreover, health care students (HCSs) may be exposed to even greater risks according to their travel destinations and itineraries. Clearly, research-based pre-travel advice is needed. This study reports on a prospective survey conducted from April 2010 to January 2014 of health care and non-health care students from Swedish universities in Umeå, Stockholm and Gothenburg studying abroad. Of the 393 students included in the study, 85% responded. Over half (55%) were HCSs. Pre-travel health information was received by 79% and information on personal safety by 49% of HCSs. The rate of illness during travel was 52%. Health care students more often travelled to developing regions and were at increased risk for travellers' diarrhoea. One in 10 experienced theft and 3% were involved in traffic accidents. One in five met a new sexual partner during travel and 65% of these practised safe sex. Half of all participants increased their alcohol consumption while abroad; high alcohol consumption was associated with increased risk for being a victim of theft, as well as for meeting a new sexual partner during travel. University authorities are responsible for the safety and well-being of students studying abroad. This study supplies organisers and students with epidemiological data that will help improve pre-travel preparation and increase student awareness of the potential risks associated with studying abroad. © 2015 John Wiley & Sons Ltd.

Increase Productivity with Volunteers.

ERIC Educational Resources Information Center

Gray, Sandra T.

1984-01-01

The advantages of volunteer programs including school business partnerships are described, among which are cutting costs, improving productivity, increasing student achievement, and expanding community support. Hints for successful implementation are offered. (MJL)

High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2014-12-01

One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge. In addition to these data, the professional learning model and examples of the hands-on activities utilized by teachers will be shared in this presentation. The Logic Model is included below to provide an overall picture of the project.

The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

PubMed

Kocoglu, Deniz; Emiroglu, Oya Nuran

2017-03-01

Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

Dedicated Education Units: Partnerships for Building Leadership Competency.

PubMed

Galuska, Lee A

2015-07-01

To enable nurses to lead in health care transformation, nursing education must include opportunities for developing leadership, as well as clinical competencies. Dedicated education units (DEUs) provide supportive environments for competency development in undergraduate students. This study's aim was to explore the effects of a DEU experience on the leadership development of baccalaureate nursing students. A mixed-methods design included a quantitative strand, using a quasi-experimental, pretest-posttest, multisite design with control groups and a qualitative strand using focus groups. Students in the DEUs demonstrated significant increases (p < 0.01) in leadership behaviors, as measured by the Student Leadership Practice Inventory. Focus group themes illuminate how the experiences of the students contributed to their leadership growth. Findings suggest that the DEU experience may promote enhanced undergraduate leadership competency development. Copyright 2015, SLACK Incorporated.

Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

PubMed Central

Dugan, E; Kamps, D; Leonard, B

1995-01-01

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

Simulation-Based Dysphagia Training: Teaching Interprofessional Clinical Reasoning in a Hospital Environment.

PubMed

Miles, Anna; Friary, Philippa; Jackson, Bianca; Sekula, Julia; Braakhuis, Andrea

2016-06-01

This study evaluated hospital readiness and interprofessional clinical reasoning in speech-language pathology and dietetics students following a simulation-based teaching package. Thirty-one students participated in two half-day simulation workshops. The training included orientation to the hospital setting, part-task skill learning and immersive simulated cases. Students completed workshop evaluation forms. They filled in a 10-question survey regarding confidence, knowledge and preparedness for working in a hospital environment before and immediately after the workshops. Students completed written 15-min clinical vignettes at 1 month prior to training, immediately prior to training and immediately after training. A marking rubric was devised to evaluate the responses to the clinical vignettes within a framework of interprofessional education. The simulation workshops were well received by all students. There was a significant increase in students' self-ratings of confidence, preparedness and knowledge following the study day (p < .001). There was a significant increase in student overall scores in clinical vignettes after training with the greatest increase in clinical reasoning (p < .001). Interprofessional simulation-based training has benefits in developing hospital readiness and clinical reasoning in allied health students.

To Dope or Not to Dope: Neuroenhancement with Prescription Drugs and Drugs of Abuse among Swiss University Students

PubMed Central

Maier, Larissa J.; Liechti, Matthias E.; Herzig, Fiona; Schaub, Michael P.

2013-01-01

Background Neuroenhancement is the use of substances by healthy subjects to enhance mood or cognitive function. The prevalence of neuroenhancement among Swiss university students is unknown. Investigating the prevalence of neuroenhancement among students is important to monitor problematic use and evaluate the necessity of prevention programs. Study aim To describe the prevalence of the use of prescription medications and drugs of abuse for neuroenhancement among Swiss university students. Method In this cross-sectional study, students at the University of Zurich, University of Basel, and Swiss Federal Institute of Technology Zurich were invited via e-mail to participate in an online survey. Results A total of 28,118 students were contacted, and 6,275 students completed the survey. Across all of the institutions, 13.8% of the respondents indicated that they had used prescription drugs (7.6%) or drugs of abuse including alcohol (7.8%) at least once specifically for neuroenhancement. The most frequently used prescription drugs for neuroenhancement were methylphenidate (4.1%), sedatives (2.7%), and beta-blockers (1.2%). Alcohol was used for this purpose by 5.6% of the participants, followed by cannabis (2.5%), amphetamines (0.4%), and cocaine (0.2%). Arguments for neuroenhancement included increased learning (66.2%), relaxation or sleep improvement (51.2%), reduced nervousness (39.1%), coping with performance pressure (34.9%), increased performance (32.2%), and experimentation (20%). Neuroenhancement was significantly more prevalent among more senior students, students who reported higher levels of stress, and students who had previously used illicit drugs. Although “soft enhancers”, including coffee, energy drinks, vitamins, and tonics, were used daily in the month prior to an exam, prescription drugs or drugs of abuse were used much less frequently. Conclusions A significant proportion of Swiss university students across most academic disciplines reported neuroenhancement with prescription drugs and drugs of abuse. However, these substances are rarely used on a daily basis and more sporadically used prior to exams. PMID:24236008

To dope or not to dope: neuroenhancement with prescription drugs and drugs of abuse among Swiss university students.

PubMed

Maier, Larissa J; Liechti, Matthias E; Herzig, Fiona; Schaub, Michael P

2013-01-01

Neuroenhancement is the use of substances by healthy subjects to enhance mood or cognitive function. The prevalence of neuroenhancement among Swiss university students is unknown. Investigating the prevalence of neuroenhancement among students is important to monitor problematic use and evaluate the necessity of prevention programs. To describe the prevalence of the use of prescription medications and drugs of abuse for neuroenhancement among Swiss university students. In this cross-sectional study, students at the University of Zurich, University of Basel, and Swiss Federal Institute of Technology Zurich were invited via e-mail to participate in an online survey. A total of 28,118 students were contacted, and 6,275 students completed the survey. Across all of the institutions, 13.8% of the respondents indicated that they had used prescription drugs (7.6%) or drugs of abuse including alcohol (7.8%) at least once specifically for neuroenhancement. The most frequently used prescription drugs for neuroenhancement were methylphenidate (4.1%), sedatives (2.7%), and beta-blockers (1.2%). Alcohol was used for this purpose by 5.6% of the participants, followed by cannabis (2.5%), amphetamines (0.4%), and cocaine (0.2%). Arguments for neuroenhancement included increased learning (66.2%), relaxation or sleep improvement (51.2%), reduced nervousness (39.1%), coping with performance pressure (34.9%), increased performance (32.2%), and experimentation (20%). Neuroenhancement was significantly more prevalent among more senior students, students who reported higher levels of stress, and students who had previously used illicit drugs. Although "soft enhancers", including coffee, energy drinks, vitamins, and tonics, were used daily in the month prior to an exam, prescription drugs or drugs of abuse were used much less frequently. A significant proportion of Swiss university students across most academic disciplines reported neuroenhancement with prescription drugs and drugs of abuse. However, these substances are rarely used on a daily basis and more sporadically used prior to exams.

The 1991/92 graduate student researchers program, including the underrepresented minority focus component

NASA Technical Reports Server (NTRS)

1991-01-01

The Graduate Student Research Program (GSRP) was expanded in 1987 to include the Underrepresented Minority Focus Component (UMFC). This program was designed to increase minority participation in graduate study and research, and ultimately, in space science and aerospace technology careers. This booklet presents the areas of research activities at NASA facilities for the GSRP and summarizes and presents the objectives of the UMFC.

Healthy Buddies: a novel, peer-led health promotion program for the prevention of obesity and eating disorders in children in elementary school.

PubMed

Stock, Suzanne; Miranda, Charmaine; Evans, Stacey; Plessis, Suzanne; Ridley, Julia; Yeh, Sophia; Chanoine, Jean-Pierre

2007-10-01

We designed and tested a novel health promotion program for elementary schools that was based on peer teaching from older to younger schoolchildren ("Healthy Buddies"). This prospective pilot study compared the effect of our program (2-3 hours/week, 21 weeks) in 2 Canadian elementary schools (intervention: n = 232 children, the whole school implementing the program; control: n = 151). Older students (4th through 7th grade) were given direct instruction from 1 intervention teacher and were paired with younger students (kindergarten through 3rd grade) for the whole school year. Students in 4th through 7th grade then acted as teachers for their younger "buddies." All lessons included 3 components of healthy living: nutrition, physical activity, and healthy body image. The students first learned how to be positive buddies and learned the 3 components of a healthy life. Thereafter, they learned how to overcome challenges to living a healthy life. Outcome measures (intervention and control schools at the beginning and end of the school year) included validated questionnaires that assessed healthy-living knowledge, behavior and attitude, a 9-minute fitness run, self-competence, body satisfaction, disordered eating symptoms, and anthropometry (BMI, blood pressure, and heart rate). Compared with control students, both older and younger intervention students showed an increase in healthy-living knowledge, behavior, and attitude scores and a smaller increase in systolic blood pressure. BMI and weight increased less in the intervention students in 4th through 7th grade and height more in the intervention students in kindergarten through 3rd grade. Our student-led curriculum improved knowledge not only in older schoolchildren but also in their younger buddies. It also decreased weight velocity in the older students. Student-led teaching may be an efficient, easy-to-implement way of promoting a healthy lifestyle from kindergarten to 7th grade.

Undergraduate Research in Earth Science Classes: Engaging Students in the First Two Years

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.

2014-12-01

The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design, implementation and assessment of student research projects, and all workshop activities are posted on the website: http://serc.carleton.edu/74960

Can a comprehensive code of conduct discourage incivility in nursing students?

PubMed

Authement, Renae

2016-08-01

This article discusses problems associated with incivility in nursing education and a proposed implementation strategy designed to decrease uncivil acts of student behavior. Like most colleges across the nation, this nursing program was experiencing an increase in acts of student incivility. Incivility, also called bullying, may include behaviors such as name calling, side conversations, and condescending language. The sample consisted of 94 third-semester nursing students and 6 faculty members. The Incivility in Nursing Education survey was used as a tool to measure student and faculty perceptions. Data from pre- and postimplementation surveys demonstrated scientific evidence of both faculty and student perception and a significant decrease in acts of uncivil behavior in the nursing program. Because the study was limited to one nursing program and included only third-semester nursing students, the results of the study may not be transferable to all nursing programs. The study revealed a reduction in perceived uncivil acts of behavior in the nursing program by faculty and students.

WWC Review of the Report "Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The 2014 study, Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence, measured the impact of sending text message reminders regarding annual Free Application for Federal Student Aid (FAFSA) renewal to first-year college students who were already receiving financial aid. The study sample included 808…

Characteristics of undergraduate dental students in Japan: English competency and willingness to study abroad.

PubMed

Takehara, Sachiko; Wright, Fac; Kawaguchi, Yoko; Ishida, Yuji; Morio, Ikuko; Tagami, Junji

2016-10-01

This study was conducted to acquire a deeper understanding of Japanese students' motivation to study abroad and to provide baseline information for nurturing globally-minding dental students. Students from the first to the sixth year (n = 332), at the Faculty of Dentistry, Tokyo Medical and Dental University, were invited to participate in the study and were asked to complete a self-administered questionnaire, written in Japanese. Self-reported English competency was assessed in four areas: reading; writing; speaking; and listening. Students were asked to score their competencies in these areas using a 10-point visual analogue scale (VAS). Of the total eligible students, 312 (94%) participated. The results of the study suggest that competency and confidence in the English language could be one of the biggest obstacles for students to study abroad. Students with an interest in studying abroad were highly motivated and studied English independently. Japanese educational authorities and dental schools may need to consider a range of incentives and motivational strategies to nurture clinicians, educators and researchers who can function confidently in an increasingly borderless world. These could include increasing exposure to English language skills through mandatory lectures and seminars in English, increasing the range of inbound international students through student exchange programmes and encouraging students to develop and communicate with international colleagues. The Faculty of Dentistry at Tokyo Medical and Dental University has begun to increase exposure of students to English through the regular curriculum. Outcomes will be followed and evaluated. © 2016 FDI World Dental Federation.

Building Bridges: College to Career for Underrepresented College Students

ERIC Educational Resources Information Center

Means, Darris R.; Bryant, Immanuel; Crutchfield, Stacey; Jones, Michelle; Wade, Ross

2016-01-01

Colleges and universities have increased institutional outreach to diversify their campuses, however, campus leaders, faculty, and staff, particularly at predominantly White institutions (PWIs), must provide more and different support services as their institutional demographics shift to include more underrepresented students. The shift in…

Schools of Choice Try Promotional Techniques to Attract Students.

ERIC Educational Resources Information Center

Goldman, Jay P.

1992-01-01

As school choice becomes more prevalent, competition among school districts for new students is increasing. School districts are using various sales tools, including paid advertisements, professional marketers, bookmarks, and billboards to market their schools. This article discusses divisive tactics, equity concerns, parent frustrations, and…

Immigrating to a Mainstream College Composition Class: I Wish…

ERIC Educational Resources Information Center

Yu, Eunjyu

2015-01-01

Despite the increasing number of first generation immigrants in mainstream colleges, they are often underserved. This paper uses the voice of a mainstreamed first generation immigrant to help mainstream higher education institutions create more inclusive learning environments for every student, including struggling ESL students.

College Students' Sleep Quality

ERIC Educational Resources Information Center

Alamir, Yahya Ahmed

2017-01-01

Poor sleep quality among college students increases the risk for lower grade point averages, compromised learning, impaired mood, and motor vehicle accidents; and associated with several unhealthy behaviors and outcomes including substances/drugs use (alcohol and medications), and weight gain. Therefore, we assessed college sleep quality in…

Colleges Design New Housing to Engage and Retain Students

ERIC Educational Resources Information Center

Peterkin, Caitlin

2013-01-01

With goals of fostering an intellectual atmosphere, building relationships, and increasing students' involvement on campus--and, ultimately, their rates of retention--universities around the country, including Elon, Michigan State, and Southern Methodist, are looking to residence life. House systems, residential neighborhoods, and living-learning…

Go8 Note: Student Visas

ERIC Educational Resources Information Center

Group of Eight (NJ1), 2012

2012-01-01

An independent review of the Australian student visa program was completed in 2011. Several of the recommendations from the review have been implemented by the Australian government, including the introduction of streamlined visa processing for applicants enrolled at an Australian university and increased flexibility in working conditions for…

Administrator Perspectives of Post-Secondary Educational Opportunities for Michigan High School Students

ERIC Educational Resources Information Center

Wozniak, Carl

2010-01-01

Administrator perspectives regarding current and potential increased participation in post-secondary educational opportunities by Michigan high school students were explored in this descriptive quantitative study. Targeted concerns included current institutional levels of involvement, personal knowledge concerning program rules and regulations,…

Impact. Volume 18, Number 2, Spring 2005

ERIC Educational Resources Information Center

Gaylord, Vicki, Ed.

2005-01-01

This issue of the quarterly publication focuses on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders. Editorial introduction notes that today's K-12 educators must effectively work with increasingly diverse populations in their classrooms, including educating students identified as having emotional/behavioral…

Student knowledge and confidence in an elective clinical toxicology course using active-learning techniques.

PubMed

Thomas, Michael C; Macias-Moriarity, Liliairica Z

2014-06-17

To measure changes in students' knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program. Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic. A test instrument designed to measure students' knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students' knowledge and confidence scores increased significantly from pretest to posttest. Students' increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development.

A Seminar Course to Prepare Astronomy Undergraduate Students for Multiple Career Paths

NASA Astrophysics Data System (ADS)

Hayes-Gehrke, Melissa; Harris, Andrew

2018-01-01

The increasing focus on the importance of STEM careers has led increasing numbers of students to enroll in STEM majors at the University of Maryland, including traditionally smaller majors such as Astronomy. The pursuit of a PhD is neither desirable nor appropriate for many of these students, but most of them lack knowledge of other options open to students with a rigorous science undergraduate degree. We have developed an interactive seminar (1-credit) course (first offered in Fall 2017) intended to expose new Astronomy majors to an array of possible career paths, and give them guidance on steps they can take to prepare for these careers as well as graduate school. Supporting topics include discussions of the elements necessary for success in their undergraduate studies, skills needed preparing for undergraduate research and internship experiences, and showing them how and when an undergraduate research experience will be beneficial for them. We present the seminar course learning goals, topic list and course structure, and results of pre- and post-attitudes surveys.

Disclosure of sexual assault experiences among undergraduate women at historically black colleges and universities (HBCUs).

PubMed

Lindquist, Christine H; Crosby, Carmen M; Barrick, Kelle; Krebs, Christopher P; Settles-Reaves, Beverlyn

2016-01-01

To document the sexual assault disclosure experiences of historically black college or university (HBCU) students. A total of 3,951 female, undergraduate students at 4 HBCUs. All women at the participating schools were recruited in November 2008 to participate in a Web-based survey including both closed- and open-ended questions. Survey data were weighted for nonresponse bias. The majority of sexual assault survivors disclosed their experience to someone close to them, but disclosure to formal supports, particularly law enforcement agencies, was extremely rare. Nonreporters had concerns about the seriousness of the incident and their privacy. On the basis of qualitative data, strategies identified by students to increase reporting included more education and awareness about sexual assault, more survivor services and alternative mechanisms for reporting, and better strategies for protecting the confidentiality of survivors. Official sexual assault victimization data are of limited utility in conveying the extent of sexual assault among HBCU students, and efforts to increase reporting, such as peer education and enhanced confidentiality procedures, are needed.

Increasing student confidence in technical and professional skills through project based learning

NASA Astrophysics Data System (ADS)

Robinson, Alice L.

This work focuses on developing undergraduate students' technical and professional skills through a project-based spiral curriculum in the Agricultural & Biological Engineering department at Purdue that can be implemented campus wide. Through this curriculum, Purdue engineers will be prepared for leadership roles in responding to the global technological, economic, and societal challenges of the 21st century by exposure to the relationships between engineering and its impacts on real world needs and challenges. Project-based learning uses projects as the focus of instruction and has shown increased understanding, motivation, and confidence through application of engineering principles to real-world problems. The strength of a spiral curriculum is that it continually revisits basic ideas and themes with increasing complexity and sophistication. The proposed spiral curriculum incorporates the target attributes of the Purdue Engineer of 2020 through project based courses during sophomore, junior, and senior year. These courses will build on concepts taught during first year engineering as well. The Engineer of 2020 (NAE and Purdue) target attributes include strong technical and professional skills to solve societal and technological burdens. A prototype course has been developed, taught, and evaluated during the previous two fall semesters in the sophomore level of the Biological and Food Process Engineering curriculum. The target students met 3 hours a week in a traditional lecture setting plus 2 hours a week in a project based lab setting. The control group met only 3 hours a week in a traditional lecture setting. Peer and self assessment results from student surveys show increased confidence in every area surveyed. Focus groups revealed student reactions to the course. Students enjoyed the course but felt it difficult to handle ambiguity with project work. Future work includes course revisions to the content, assessment, and pedagogy of the prototype class, development of the remaining project courses in the curriculum, and increasing graduate student instruction in the courses to gain teaching and leadership experience.

Sleep disturbances among medical students: a global perspective.

PubMed

Azad, Muhammad Chanchal; Fraser, Kristin; Rumana, Nahid; Abdullah, Ahmad Faris; Shahana, Nahid; Hanly, Patrick J; Turin, Tanvir Chowdhury

2015-01-15

Medical students carry a large academic load which could potentially contribute to poor sleep quality above and beyond that already experienced by modern society. In this global literature review of the medical students' sleep experience, we find that poor sleep is not only common among medical students, but its prevalence is also higher than in non-medical students and the general population. Several factors including medical students' attitudes, knowledge of sleep, and academic demands have been identified as causative factors, but other potential mechanisms are incompletely understood. A better understanding about the etiology of sleep problems in medical trainees is essential if we hope to improve the overall quality of medical students' lives, including their academic performance. Sleep self-awareness and general knowledge appear insufficient in many studied cohorts, so increasing education for students might be one beneficial intervention. We conclude that there is ample evidence for a high prevalence of the problem, and research in this area should now expand towards initiatives to improve general sleep education for medical students, identify students at risk, and target them with programs to improve sleep. © 2015 American Academy of Sleep Medicine.

Impact of schoolchildren's involvement in the design process on the effectiveness of healthy food promotion materials.

PubMed

Gustafson, Christopher R; Abbey, Bryce M; Heelan, Kate A

2017-06-01

Marketing techniques may improve children's vegetable consumption. However, student participation in the design of marketing materials may increase the material's salience, while also improving children's commitment and attitudes towards healthy eating. The impact of student-led design of vegetable promotional materials on choice and consumption was investigated using 1614 observations of students' vegetable choice and plate waste in four public elementary schools in Kearney, Nebraska. Data were collected on children's vegetable choice and consumption in four comparison groups: 1) control; 2) students designed materials only; 3) students were exposed to promotional materials only; and 4) students designed materials that were then posted in the lunchroom. Vegetable choice and consumption data were collected through a validated digital photography-based plate-waste method. Multivariate linear regression was used to estimate average treatment effects of the conditions at various time periods. Dependent variables were vegetable choice and consumption, and independent variables included the condition, time period, and interaction terms, as well as controls for gender and grade. Relative to baseline, students in group 4 doubled their vegetable consumption ( p  < 0.001) when materials were posted. Vegetable consumption remained elevated at a follow-up 2-3 months later ( p  < 0.05). Students in group 3 initially increased the quantity of vegetables selected ( p  < 0.05), but did not increase consumption. In the follow-up period, however, students in group 3 increased their vegetable consumption ( p  < 0.01). Involving elementary-aged students in the design of vegetable promotional materials that were posted in the lunchroom increased the amount of vegetables students consumed.

Strategies for enhancing medical student resilience: student and faculty member perspectives

PubMed Central

Kamei, Robert; Vidyarthi, Arpana

2018-01-01

Objectives To improve programs aimed to enhance medical student resiliency, we examined both medical student and faculty advisor perspectives on resiliency-building in an Asian medical school. Methods In two separate focus groups, a convenience sample of 8 MD-PhD students and 8 faculty advisors were asked to identify strategies for enhancing resilience. Using thematic analysis, two researchers independently examined discussion transcripts and field notes and determined themes through a consensus process. They then compared the themes to discern similarities and differences between these groups. Results Themes from the student suggestions for increasing resilience included “Perspective changes with time and experience”, “Defining effective advisors,” and “Individual paths to resiliency”. Faculty-identified themes were “Structured activities to change student perspectives,” “Structured teaching of coping strategies”, and “Institution-wide social support”. Students described themselves as individuals building their own resilience path and preferred advisors who were not also evaluators. Faculty, however, suggested systematic, structural ways to increase resilience. Conclusions Students and advisors identified some common, and many distinct strategies for enhancing medical student resilience. Student/advisor discrepancies may exemplify a cultural shift in Singapore’s medical education climate, where students value increased individualism and autonomy in their education. As medical schools create interventions to enhance resilience and combat potential student burnout, they should consider individually-tailored as well as system-wide programs to best meet the needs of their students and faculty. PMID:29334480

Balancing Two Cultures: American Indian/Alaska Native Medical Students' Perceptions of Academic Medicine Careers.

PubMed

Sánchez, John Paul; Poll-Hunter, Norma; Stern, Nicole; Garcia, Andrea N; Brewster, Cheryl

2016-08-01

American Indians and Alaska Natives (AI/AN) remain underrepresented in the academic medicine workforce and little is known about cultivating AI/AN medical students' interest in academic medicine careers. Five structured focus groups were conducted including 20 medical students and 18 physicians. The discussion guide explored factors influencing AI/AN trainees' academic medicine career interest and recommended approaches to increase their pursuit of academia. Consensual qualitative research was employed to analyze transcripts. Our research revealed six facilitating factors, nine dissuading factors, and five recommendations towards cultivating AI/AN pursuit of academia. Facilitators included the opportunity to teach, serving as a role model/mentor, enhancing the AI/AN medical education pipeline, opportunities to influence institution, collegiality, and financial stability. Dissuading factors included limited information on academic career paths, politics, lack of credit for teaching and community service, isolation, self-doubt, lower salary, lack of positions in rural areas, lack of focus on clinical care for AI/AN communities, and research obligations. Recommendations included heighten career awareness, recognize the challenges in balancing AI/AN and academic cultures, collaborate with IHS on faculty recruitment strategies, identify concordant role models/mentors, and identify loan forgiveness programs. Similar to other diverse medical students', raising awareness of academic career opportunities especially regarding teaching and community scholarship, access to concordant role models/mentors, and supportive institutional climates can also foster AI/AN medical students' pursuit of academia. Unique strategies for AI/AN trainees include learning how to balance AI/AN and academic cultures, collaborating with IHS on faculty recruitment strategies, and increasing faculty opportunities in rural areas.

Using an iPad2® with Systematic Instruction to Teach Shared Stories for Elementary-Aged Students with Autism

ERIC Educational Resources Information Center

Spooner, Fred; Ahlgrim-Delzell, Lynn; Kemp-Inman, Amy; Wood, Leah A.

2014-01-01

Literacy skills are important for accessing all areas of academic content as well as for increasing quality of life. The use of shared stories to teach early literacy skills to students with extensive support needs, including students with autism, is an evidence-based practice. This project extends the research by examining the effects of…

The Impact of Study Abroad on Academic Success: An Analysis of First-Time Students Entering Old Dominion University, Virginia, 2000-2004

ERIC Educational Resources Information Center

Xu, Min; de Silva, Chandra R.; Neufeldt, Ellen; Dane, Jane H.

2013-01-01

There is a widespread assumption that study abroad develops skills that are marketable in an increasingly global market. Students at many institutions, including Old Dominion University (ODU), have undertaken study abroad mostly after their sophomore year, well after they have chosen a major. The profile of U.S. students studying abroad compiled…

College and Career Readiness: Course Taking of Deaf and Hard-of-Hearing Secondary School Students

ERIC Educational Resources Information Center

Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc

2016-01-01

As schools work to raise the number of students who leave secondary school ready for college and career by increasing both the number of academic courses required and the overall rigor of the curriculum, they must ensure that students with disabilities, including those who are deaf or hard of hearing (DHH), are not left behind. They can do this by…

"It's so Much Easier to Go with What's Easy": "Mindfulness" and the Discourse between Home and International Students in the United Kingdom

ERIC Educational Resources Information Center

Peacock, Nicola; Harrison, Neil

2009-01-01

A recent aspect of U.K. higher education has been the internationalisation of university campuses, driven by a rapid increase in student numbers from overseas and growing pressure to prepare all students for global careers. It is often assumed by policy makers that the benefits of an internationalised university will include opportunities for…

The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School

ERIC Educational Resources Information Center

Jafari, Sanaz; Chalak, Azizeh

2016-01-01

The availability and the use of mobile messaging applications are increasingly widespread among the new generation of students in Iran. The present study aimed to investigate the role of WhatsApp in the vocabulary learning improvement of Iranian junior high school EFL students. Using a mixed method design, a group of 60 students including 30 male…

DIXIE TEACHERS REPORT THEIR PUPILS LEARN WELL IN MIXED-RACE SCHOOLS. NEGRO STUDENTS LAG AT FIRST BUT STUDY HARD TO CATCH UP WITH WHITES, THEY SAY.

ERIC Educational Resources Information Center

TANNER, JAMES C.

INCLUDED ARE NUMEROUS EXAMPLES SHOWING THAT THE SOUTHERN SEGREGATIONISTS' ARGUMENTS AGAINST SCHOOL INTEGRATION ARE FACTUALLY UNFOUNDED. IN MOST INSTANCES THE PERFORMANCE OF BOTH NEGRO AND WHITE STUDENTS HAS INCREASED MARKEDLY WHEN SCHOOLS ARE INTEGRATED. INITIALLY, NEGRO STUDENTS ARE USUALLY BEHIND THEIR WHITE COUNTERPARTS BY 1 OR 2 YEARS, BUT…

The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students

ERIC Educational Resources Information Center

Pond, Jeff G.

2017-01-01

Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of…

Teaching science through literature

NASA Astrophysics Data System (ADS)

Barth, Daniel

2007-12-01

The hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school's 6 th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their only text. Lessons and activities closely followed the adventures of the characters in the book. The student's initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text of the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academic evaluation of student work by the instructor. These assessments of student engagement were correlated with changes in student performance on the standards-based assessment tests. A moderate correlation was found to exist between the level of student engagement with the material and improvement in performance from pre to post test.

Exploring the use of lesson study with six Canadian middle-school science teachers

NASA Astrophysics Data System (ADS)

Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data, observing colleagues teach, time to collaborate, plan, and reflect, teaching the same lesson to two classes, more intentional teaching, and increasing social interactions. Teacher challenges included: teacher unfamiliarity with the students being taught, time spent taking part in lesson study, teachers in the role of observers, and impact of observers and videotaping on students and teachers during lesson enactments.

Study skills in anatomy and physiology: Is there a difference?

PubMed

Husmann, Polly R; Barger, J Bradley; Schutte, Audra F

2016-01-01

Many factors influence the way individual students study, including but not limited to: previous coursework, attitudes toward the class (motivation, intimidation, risk, etc.), metacognition, and work schedules. However, little of this research has involved medical students. The present article asks the question, "Do individual medical students study differently for different classes?" Study skills surveys were given to United States medical students at an allopathic medical school and an osteopathic medical school. Students were surveyed near the end of their first year gross anatomy course and again near the end of their first year physiology course. Survey items included Likert scale and open-ended questions about study habits and basic demographic information. The survey responses were correlated with each student's final grade percentages in the courses. Analysis revealed that the four most common study habits were reviewing lecture notes, taking practice examinations, completing learning exercises, and making drawings and diagrams. The two surveys (anatomy and physiology) from each individual were also compared to see if students reported different study habits in anatomy versus physiology. A negative correlation was found between changing study habits between courses and final anatomy grade percentages. Additional analyses suggest that those students who do change their study habits between courses are increasing the number of study strategies that they attempt. This increase in the number of study strategies attempted may not allow the student to reach the same depth of understanding as their colleagues who utilize fewer strategies. © 2015 American Association of Anatomists.

Centro TORTUGA's Integrated Research and Professional Development Training for Early Stage Hispanic Students in Puerto Rico

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Barberena-Arias, M.; Clark, J.; Harris, L.; Maldonado, P. M.; Olivo-Delgado, C.; Pierson, J. J.

2017-12-01

Over the last five years our multidisciplinary team explored different undergraduate research and professional development (PD) strategies to improve early stage Hispanic student retention in marine science with the objective of interesting them in pursuing degrees that may ultimately lead to geoscience careers. This research led to the 2016 launch of our current project, Centro TORTUGA (Tropical Oceanography Research Training for Undergraduate Academics). Our overarching goal is to increase the number of underrepresented students from minority serving institutions in geoscience-relevant disciplines and careers. Critical to success is building a program rich in both research and PD. Based on qualitative and quantitative evaluations we found students benefited from PD efforts to increase skills in areas such as: 1) speaking and writing English; 2) science communication; 3) teamwork; 4) project management; and 5) completing internship/graduate school applications. To build student self-confidence, networking, and science skills Centro Tortuga involves students' families, bridges cultural gaps across research and non-research institutions inside and outside of Puerto Rico, and provides a gathering place (Centro TORTUGA) for students. With our partners, Universidad del Turabo (UT), Universidad Metropolitana (UMET), and University of Maryland Center for Environmental Sciences, we are now testing a 12-month integrated research and PD curriculum. Initial results suggest areas for improved student training include: 1) science communication (reports and graphs); 2) science ethics; and 3) poster and oral presentations. Students also identified specific preparation they would like included in the Centro TORTUGA curriculum.

The relationship between sleep and wake habits and academic performance in medical students: a cross-sectional study

PubMed Central

2012-01-01

Background The relationship between the sleep/wake habits and the academic performance of medical students is insufficiently addressed in the literature. This study aimed to assess the relationship between sleep habits and sleep duration with academic performance in medical students. Methods This study was conducted between December 2009 and January 2010 at the College of Medicine, King Saud University, and included a systematic random sample of healthy medical students in the first (L1), second (L2) and third (L3) academic levels. A self-administered questionnaire was distributed to assess demographics, sleep/wake schedule, sleep habits, and sleep duration. Daytime sleepiness was evaluated using the Epworth Sleepiness Scale (ESS). School performance was stratified as “excellent” (GPA ≥3.75/5) or “average” (GPA <3.75/5). Results The final analysis included 410 students (males: 67%). One hundred fifteen students (28%) had “excellent” performance, and 295 students (72%) had “average” performance. The “average” group had a higher ESS score and a higher percentage of students who felt sleepy during class. In contrast, the “excellent” group had an earlier bedtime and increased TST during weekdays. Subjective feeling of obtaining sufficient sleep and non-smoking were the only independent predictors of “excellent” performance. Conclusion Decreased nocturnal sleep time, late bedtimes during weekdays and weekends and increased daytime sleepiness are negatively associated with academic performance in medical students. PMID:22853649

Student-perceived barriers and facilitators to e-learning in continuing professional development in primary care.

PubMed

Docherty, Andrea; Sandhu, Harbinder

2006-01-01

WHAT IS ALREADY KNOWN IN THIS AREA • E-learning is being increasingly used within learning and teaching including its application within healthcare education and service provision. Multiple advantages have been identified including enhanced accessibility and increased flexibility of learning. Guidance on the generic-design and development of e-learning courses has been generated. WHAT THIS WORK ADDS • This paper provides a detailed understanding of the barriers and facilitators to e-learning as perceived by students on a continuing professional development (CPD); course arid highlights its multifaceted values. In addition, the paper ṕrovides evidence-based guidance for the development of courses within CPD utilising e-learning. SUGGESTIONS FOR FUTURE RESEARCH • Future research would benefit from, focusing upon the perceptions of staff including barriers and facilitators to the implementation of e-learning and awareness of student experience to generate a balanced and informed understanding of e-learning within the context-of CPD.

Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings.

PubMed

Bernard, Aaron W; Ceccolini, Gabbriel; Feinn, Richard; Rockfeld, Jennifer; Rosenberg, Ilene; Thomas, Listy; Cassese, Todd

2017-01-01

Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student's review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students.

Social Stress and Substance Use Disparities by Sexual Orientation Among High School Students.

PubMed

Lowry, Richard; Johns, Michelle M; Robin, Leah E; Kann, Laura K

2017-10-01

Sexual minority youth often experience increased social stress due to prejudice, discrimination, harassment, and victimization. Increased stress may help explain the disproportionate use of substances like tobacco, alcohol, marijuana, and other illicit drug use by sexual minority youth. This study examined the effect of social stress on substance use disparities by sexual orientation among U.S. high school students. In 2016, data from the national 2015 Youth Risk Behavior Survey, conducted among a nationally representative sample of 15,624 U.S. high school students, were analyzed to examine the effect of school-related (threatened/injured at school, bullied at school, bullied electronically, felt unsafe at school) and non-school-related (forced sexual intercourse, early sexual debut) social stress on substance use disparities by sexual orientation, by comparing unadjusted prevalence ratios (PRs) and adjusted (for social stressors, age, sex, and race/ethnicity) prevalence ratios (APRs). Unadjusted PRs reflected significantly (p<0.05 or 95% CI did not include 1.0) greater substance use among students who identified as lesbian/gay or bisexual than students who identified as heterosexual. APRs for injection drug use decreased substantially among lesbian/gay (PR=12.02 vs APR=2.14) and bisexual (PR=2.62 vs APR=1.18) students; the APR for bisexual students became nonsignificant. In addition, APRs among both lesbian/gay and bisexual students decreased substantially and were no longer statistically significant for cocaine, methamphetamine, and heroin use. School-based substance use prevention programs might appropriately include strategies to reduce social stress, including policies and practices designed to provide a safe school environment and improved access to social and mental health services. Published by Elsevier Inc.

An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers.

PubMed

Goldsmith, Carroll-Ann; Tran, Thao T; Tran, Linh

2014-11-15

To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Students' responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants' understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions.

The Effect Of Sex Education And Life Skills For Preventive Sexual Risk Behaviours Among University Of Students In Thailand.

PubMed

Seangpraw, Katekaew; Somrongthong, Rattana; Choowanthanapakorn, Monchanok; Kumar, Ramesh

2017-01-01

Currently, the problem of sexual risk behaviour of adolescents has increased worldwide, including Thailand. This study compared the effectiveness of promoting life skills to prevent sexual risk behaviours among university students in the Phayao Province of Thailand. A quasi-experimental design was employed with a pre- and post-test study for a sample of freshmen university students. The students were then split into an intervention group comprised of 300 students, with a second group of 250 students from the same faculty as the control group. The intervention group participated in the integrated life skills model for preventing sexual risk behaviours and participatory learning. The educational activities included; lectures, brainstorming, group discussion, roleplaying, game simulations and naming experiences through six weekly life skills training sessions of 90 minutes each. Data were collected by self-questionnaires and analysed using descriptive statistics and independent sample t-testing. Three different time periods were examined using ANOVA repeated measures analysis of variance. Compared between the intervention and control groups determined that implementation of increased knowledge and improved life skills was statistically significant (p<0.001) in the intervention group. The intervention group also showed significantly improved communication skills and behavioural preventive measures towards sexual risk than the control group (p<0.001). The life skills model also effectively reduced the sexual risk behaviours of students at the university. Therefore, this program was beneficial for the development of strategies to increase self-efficacy and it should be integrated into the universities' curriculum. In the long-term sexual risk behaviour changes must be monitored for programme sustainability.

Success course intervention for students on academic probation in science majors: A longitudinal quantitative examination of the treatment effects on performance, persistence, and graduation

NASA Astrophysics Data System (ADS)

Marshall, Zachary L.

2011-12-01

With increasing external and internal pressure to increase retention and graduation rates in select colleges along with increasing numbers of college-going populations over time, student affairs professionals have responded with a variety of programs to support students' transition to college. This study sought to examine freshman students in science majors went on academic probation at the end of their first semester. If these students did not raise their GPAs quickly, they faced academic dismissal from the institution. Consequently, the institution would not be able to retain them, and ultimately, they would not graduate. Managerial professionals at the institution created, implemented, and evaluated an intervention in the form of a success course for these students to help get them back on track, retain them, and ultimately graduate from the institution. The literatures drawn upon for this study included retention theory, probationary student behaviors and attitudes, interventions, success courses, fear appeal theories, academic capitalism, and institutional isomorphism. The study employed tests including chi-square, logistic regressions, and differences-in-differences fixed effects regressions to identify the differences and effects on performance, persistence, and graduation rates of the treatment and comparison groups. The findings of this study showed significant differences between the persistence and graduation rates of the treatment and control groups, and regression effects showed a short-term causal effect on performance as well as significant likelihoods of persisting and graduating within four or five years. Recommendations for further improvements to interventions are discussed in the final chapter.

Increasing Minority Participation and Matriculation in the Geosciences at El Paso Community College

NASA Astrophysics Data System (ADS)

Villalobos, J. I.

2011-12-01

Community colleges currently serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US. Hispanics now constitute 15% of the general population and 19% of the college population in the US. This increase has led to more institutions emerging as HSI (Hispanic Serving Institution) by the federal government. These facts illustrate the potential community colleges hold to encourage STEM (Science Technology Engineering and Math) majors to minorities as well as non-minorities. But the reality is the number of STEM degrees awarded at community colleges has not followed the same trends in enrollment. El Paso Community College (EPCC) currently enrolls 27,000 students with 85% of the student body being Hispanic. More than 130 programs of study are offered including an Associate of Science degree in Geological Sciences. Over the past three years we have implemented several initiatives in our effort to increase the number of Geological Science (GS) majors at EPCC. These efforts are aimed to decrease attrition rates of science majors by; streamlining the GS degree plan along with the process of course registration, introduce field-based research projects to students to allow hands on research, develop a work relationships with students and university faculty, increase the number of geology courses offered at EPCC including a field-based capstone course (GEOL 2407- Geological Field Methods), and strengthening the educational-bridge between the geological science departments of EPCC and University of Texas at El Paso.

Pedagogy and Academic Success in Prelicensure Nursing Education.

PubMed

Murray, Teri A

2016-01-01

The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

The lived experience of participation in student nursing associations and leadership behaviors: a phenomenological study.

PubMed

Lapidus-Graham, Joanne

2012-01-01

The purpose of this qualitative phenomenological research study was to obtain vivid descriptions of the lived experience of nurses who participated in a student nursing association (SNA) as students. Nursing graduates from five nursing programs in Long Island, New York were identified using a purposive sampling strategy. During individual interviews, the themes of the lived experiences of the participants emerged: (1) leadership: communication, collaboration and resolving conflict, (2) mentoring and mutual support, (3) empowerment and ability to change practice, (4) professionalism, (5) sense of teamwork, and (6) accountability and responsibility. Recommendations from the study included an orientation and mentoring of new students to the SNA by senior students and faculty. Additionally, nursing faculty could integrate SNA activities within the classroom and clinical settings to increase the awareness of the benefits of participation in a student nursing organization. Recommendations for future research include a different sample and use of different research designs.

A Required Online Course with a Public Health Focus for Third Professional Year Pharmacy Students.

PubMed

King, Amber E; Egras, Amy M

2015-06-25

To design, deliver, and evaluate the impact of a required course on student knowledge acquisition and ability to evaluate contemporary public health issues. A 2-credit course was implemented using asynchronous, online delivery. Learning activities included literature retrieval and assessment, analytic writing, quizzes, and creation of a group wiki evaluating a current public health issue. Course topics included health care reform, social determinants of health, health disparities, evidence-based medicine, end-of-life care, patient safety, and research ethics. Strong student performance on assessments indicated an ability to use higher-order cognitive domains. Online delivery provided students with the flexibility to complete assignments at their convenience, allowed participation by all students, and encouraged self-directed learning. Completion of a required, online, asynchronous course with a public health focus allowed pharmacy students to increase their knowledge of and ability to evaluate contemporary ethical, social, cultural, and governmental issues affecting pharmacy practice.

The effects of merit-based financial aid on drinking in college.

PubMed

Cowan, Benjamin W; White, Dustin R

2015-12-01

We study the effect of state-level merit aid programs (such as Georgia's HOPE scholarship) on alcohol consumption among college students. Such programs have the potential to affect drinking through a combination of channels--such as raising students' disposable income and increasing the incentive to maintain a high GPA--that could theoretically raise or lower alcohol use. We find that the presence of a merit-aid program in one's state generally leads to an overall increase in (heavy) drinking. This effect is concentrated among men, students with lower parental education, older students, and students with high college GPA's. Our findings are robust to several alternative empirical specifications including event-study analyses by year of program adoption. Furthermore, no difference in high-school drinking is observed for students attending college in states with merit-aid programs. Copyright © 2015 Elsevier B.V. All rights reserved.

Nursing and health sciences workforce diversity research using PhotoVoice: a college and high school student participatory project.

PubMed

Benavides-Vaello, Sandra; Katz, Janet R; Peterson, Jeffery Chaichana; Allen, Carol B; Paul, Robbie; Charette-Bluff, Andrea Lelana; Morris, Phyllis

2014-04-01

This participatory study used PhotoVoice and qualitative description to (a) mentor baccalaureate nursing and college students in workforce diversity research; (b) explore barriers and facilitators encountered by rural American Indian, Hispanic, and other high school students when attending college and pursuing careers in nursing or the health sciences; and (c) model a process of social action to help existing and future students. Baccalaureate nursing and graduate students participated in all stages of research, including dissemination. Five themes emerged from analysis of PhotoVoice data: (a) being afraid; (b) believing; (c) taking small steps; (d) facing fears; and (e) using support systems. Findings underscore the importance of helping students participate in efforts to increase work-force diversity through research. Increasing nursing and health sciences workforce diversity may require strategies developed within and tailored to specific cultures and communities. Copyright 2014, SLACK Incorporated.

Using a social marketing approach to advertise Sexual Assault Nurse Examination (SANE) services to college students.

PubMed

Konradi, Amanda; DeBruin, Patty L

2003-01-01

The authors report on an advertising campaign to communicate the availability and desirability of using Sexual Assault Nurse Examination (SANE) services. They used social marketing precepts to develop posters to educate college students about using SANE as a health service and as an arm of prosecution. After 2 advertising campaigns, they conducted an anonymous survey of 1,051 college students. The findings indicated that posters placed in residence halls and public bathrooms reached students, produced a statistically significant increase in students' understanding of SANE services, and were significantly associated with their hypothetical encouragement of others to use SANE. Gender mediated some results. Posters placed in private viewing spaces were found to be a viable way to communicate information about SANE. Funding to combat violence against women on campus should be aimed at increasing students' access to SANE and should include the costs of advertising the program.

Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study.

PubMed

Tan, Paulo; Alant, Erna

2018-01-01

This study employed an A-B singled subject design to explore the extent to which a peer-mediated intervention supported a first-grade student with autism's usage both in purpose and frequency of a speech-generating device (SGD) during mathematics activities. The intervention involved teaching a peer without a disability to encourage the student with autism to use the SGD during partnered mathematics activities. Our analysis involved visual and descriptive examination of trends and patterns over time, and comparison of means between and within phases. We found during the course of this study that (1) the student with autism's level of overall communication, which included the relevancy of these communicative behaviors, increased; (2) the student with autism's level of spontaneous communication acts increased; and (3) the peer became more independent with supporting the student with autism's communication. Implications for future research and practice are provided.

Increasing active travel to school: are we on the right track? A cluster randomised controlled trial from Sydney, Australia.

PubMed

Wen, Li Ming; Fry, Denise; Merom, Dafna; Rissel, Chris; Dirkis, Helen; Balafas, Angela

2008-12-01

To evaluate the effectiveness of a program to increase walking to and from school. A cluster randomised controlled trial. 24 primary public schools in inner west Sydney, Australia. 1996 students aged 10-12 years and their parents. A two-year multi-component program included classroom activities, development of school Travel Access Guides, parent newsletters and improving environments with local councils. Two measures were used: a survey completed by students on how they travelled to and from school over five days, and a survey completed by their parents on how their child travelled to and from school in a usual week. The percentage of students who walked to and from school increased in both the intervention and control schools. Data from parent surveys found that 28.8% of students in the intervention group increased their walking, compared with 19% in the control group (a net increase of 9.8%, p=0.05). However this effect was not evident in the student data. The study produced a mixed result, with a high variation in travel patterns from school to school. Intervention research should address the complexity of multiple factors influencing student travel to school with a focus on changing local environments and parents' travel to work.

Spinning Your Own Story - Marketing the Geosciences to the Public

NASA Astrophysics Data System (ADS)

Sturm, D.; Jones, T. S.

2006-12-01

Studies of high achieving African-American and Hispanic students have shown the students do not go into STEM (Science, Technology, Engineering and Math) disciplines due to the poor teaching by some STEM teachers, lack of encouragement from teachers or parents and a self perception the students will not be successful. One underlying component to this problem is the issue of perception of the STEM disciplines by the general public. This study focuses on changing the often negative or neutral perception into one more positive and diverse. This study utilizes clear, and hopefully effective, media communication through the use of traditional marketing strategies to promote the geosciences and the geology program at the University of Tennessee at Chattanooga to the general public in the Chattanooga metropolitan area. Average citizens are generally unaware of the various geoscience divisions and career opportunities available. Pioneer marketing, used in this study, introduces new ideas and concepts to the general public, but does not ask for direct action to be taken. The primary goal is to increase awareness of the geosciences. The use of printed and online media delivers the message to the public. In the media, personal interviews with geoscientists from all races and backgrounds were included to demonstrate diversity. An invitation was made to all high school students to participate in an associated after-school program. Elements developed for this program include: 1) clearly defining goals for the marketing effort; 2) delineating the target market by age, education, race and gender; 3) developing a story to tell in the marketing effort; and 4) producing products to achieve the marketing goals. For this effort, the product results included: an annual newspaper tabloid, an associated website and a departmental brochure. The marketing results show increased public awareness, increased awareness of the geology program within the University of Tennessee at Chattanooga system, increased goodwill with the local newspaper, and increased participation in the after- school program from students in the metro area.

Improving the Laboratory Experience for Introductory Geology Students Using Active Learning and Evidence-Based Reform

NASA Astrophysics Data System (ADS)

Oien, R. P.; Anders, A. M.; Long, A.

2014-12-01

We present the initial results of transitioning laboratory activities in an introductory physical geology course from passive to active learning. Educational research demonstrates that student-driven investigations promote increased engagement and better retention of material. Surveys of students in introductory physical geology helped us identify lab activities which do not engage students. We designed new lab activities to be more collaborative, open-ended and "hands-on". Student feedback was most negative for lab activities which are computer-based. In response, we have removed computers from the lab space and increased the length and number of activities involving physical manipulation of samples and models. These changes required investment in lab equipment and supplies. New lab activities also include student-driven exploration of data with open-ended responses. Student-evaluations of the new lab activities will be compiled during Fall 2014 and Spring 2015 to allow us to measure the impact of the changes on student satisfaction and we will report on our findings to date. Modification of this course has been sponsored by NSF's Widening Implementation & Demonstration of Evidence Based Reforms (WIDER) program through grant #1347722 to the University of Illinois. The overall goal of the grant is to increase retention and satisfaction of STEM students in introductory courses.

A qualitative case study of instructional support for web-based simulated laboratory exercises in online college chemistry laboratory courses

NASA Astrophysics Data System (ADS)

Schulman, Kathleen M.

This study fills a gap in the research literature regarding the types of instructional support provided by instructors in online introductory chemistry laboratory courses that employ chemistry simulations as laboratory exercises. It also provides information regarding students' perceptions of the effectiveness of that instructional support. A multiple case study methodology was used to carry out the research. Two online introductory chemistry courses were studied at two community colleges. Data for this study was collected using phone interviews with faculty and student participants, surveys completed by students, and direct observation of the instructional designs of instructional support in the online Blackboard web sites and the chemistry simulations used by the participating institutions. The results indicated that the instructors provided multiple types of instructional support that correlated with forms of effective instructional support identified in the research literature, such as timely detailed feedback, detailed instructions for the laboratory experiments, and consistency in the instructional design of lecture and laboratory course materials, including the chemistry lab simulation environment. The students in one of these courses identified the following as the most effective types of instructional support provided: the instructor's feedback, opportunities to apply chemistry knowledge in the chemistry lab exercises, detailed procedures for the simulated laboratory exercises, the organization of the course Blackboard sites and the chemistry lab simulation web sites, and the textbook homework web sites. Students also identified components of instructional support they felt were missing. These included a desire for more interaction with the instructor, more support for the simulated laboratory exercises from the instructor and the developer of the chemistry simulations, and faster help with questions about the laboratory exercises or experimental calculations. Students believed that having this additional instructional support would lead to increased understanding of the laboratory exercises, allowing them to complete them with less difficulty, and giving them increased access to the instructor. Recommendations for the instructors of these two courses include: increased participation in the online course environment, increased emphasis on laboratory safety, and increased emphasis on the differences between simulated and real life chemistry laboratory experiments.

American Viticultural Areas: A Problem in Regional Geography.

ERIC Educational Resources Information Center

Macdonald, Gerald M.; Lemaire, Denyse

1995-01-01

Maintains that growing grapes for winemaking has increased dramatically in the United States. Describes a college class assignment in which students analyzed climate and soil type to identify appropriate viticulture areas. Reports high student interest in the assignment and includes four figures illustrating the approach. (CFR)

Fifteen Ways to Stretch Scarce Student Aid.

ERIC Educational Resources Information Center

Hodgkinson, Virginia

1982-01-01

Colleges and universities have adjusted the packaging and targeting of student aid that may be more effective in reaching an institution's objectives in lean times, including increasing parent contributions, reducing the unmet need percentage, changing pricing policies, using quotas, revising capital campaigns, tapping alumni, and capitalizing on…

Continuity and Change in Appalachia.

ERIC Educational Resources Information Center

Shinn, Larry D.

1999-01-01

Appalachian continuities include attachment to land and religion, high teen pregnancy, and low literacy and income. Trends in Appalachia that institutions of higher education must address are higher rates of college attendance, migration to urban areas, changes in student learning styles, and increasing pressure to educate students to workplace…

A Survey of Final-year Undergraduate Laboratory Projects in Biochemistry and Related Degrees in Great Britain.

ERIC Educational Resources Information Center

Austin, Caroline A.

1997-01-01

Analyzes undergraduate research projects in biochemistry and related subjects at British universities. Discusses the trend toward students doing less research as part of their undergraduate study. Reasons cited for this trend include increased student numbers and costs. (DDR)

Teaching Spiritual Synchronicity in a Business Leadership Class

ERIC Educational Resources Information Center

Pielstick, C. Dean

2005-01-01

Business leaders and business workers are increasingly interested in bringing their whole selves to work, including the spiritual. Students, as prospective leaders, need to understand issues of reasonable accommodation, religious holidays, display of religious objects, religious practices at work, and so forth. Students may also benefit from…

Using Ants To Investigate the Environment.

ERIC Educational Resources Information Center

Hagevik, Rita A.

2003-01-01

Describes three inquiry-based activities designed for students to begin to understand complex environmental relationships in their own backyard. Includes investigations of ants, which allow students to establish a baseline survey of ant fauna, test the importance of ants in nutrient cycling and soil structure maintenances, and increase student…

Reducing Dropout Rates through Expanded Learning Opportunities. Issue Brief

ERIC Educational Resources Information Center

Harris, Laura; Princiotta, Daniel

2009-01-01

Expanded learning opportunities (ELOs), which include afterschool, summer learning, and extended day and extended year programs, can help states reduce dropout rates and increase graduation rates. Effective elementary, middle, and high school ELOs support academic rigor, boost student engagement, and provide students with supportive relationships.…

Developing a Global Perspective: Educating for a Global Community.

ERIC Educational Resources Information Center

Couvio, A. Buddy

1991-01-01

Five methods for increasing college student global awareness through campus activities programing are offered, including a "global quotient" quiz for student populations, international exchanges for activities staff, introduction of world music on campus, a weekly international television show aired on sed-circuit television, and a…

Impact of Curriculum Revision on Media Collection.

ERIC Educational Resources Information Center

Etter, Zana C.

1995-01-01

Changes in medical school curricula and teaching approach have led to an increased use in computer courseware and other technology. The traditional audiovisual library serving medical school students must redefine the role of the information provider to include helping students navigate networks; choosing and evaluating instructional materials;…

The Many-Headed Hydra: Information Networking at LAA.

ERIC Educational Resources Information Center

Winzenried, Arthur P.

1997-01-01

Describes an integrated computer library system installed at Lilydale Adventist Academy (LAA) in Melbourne (Australia) in response to a limited budget, increased demand, and greater user expectations. Topics include student workstations, cost effectiveness, CD-ROMS on local area networks, and student input regarding their needs. (Author/LRW)

Today Is the Tomorrow We Talked about Yesterday: Preparing Students for Working in the Office of the Future.

ERIC Educational Resources Information Center

Matherly, Donna J.

1986-01-01

Discusses changes in the office environment due to increased automation. Topics include (1) what changes will occur, (2) how they will affect office workers, and (3) how to prepare students for work in automated offices. (CH)

Career Guidance Continuum.

ERIC Educational Resources Information Center

Varmecky, John A.

1989-01-01

Describes the art career guidance programs at Johnstown High School (Pennsylvania). Programs include high school art students' visits to elementary and junior high schools, an "Artist at Work" exhibit at a shopping mall, and an art career guide for high school students. The programs have increased interest in art careers from grade…

A Law-Related Education for Alaskans.

ERIC Educational Resources Information Center

Surgeon, Donald L.

This paper reviews law-related education and suggests ways to implement this type of education in Alaska's secondary schools. Ten reasons for teaching law-related education are presented including the following: research demonstrates the effectiveness of such education; increases student interest in the law; helps students become effective…

The Drug Problem.

ERIC Educational Resources Information Center

Gose, Ben

1995-01-01

Drug law violations have risen sharply on college campuses, but officials disagree on the reason. Some students feel administrators are invading their privacy. The trend is attributed to several factors, including changes in how violations are counted, reduced tolerance of increased drug use by non-drug-using students, and more vigorous…

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

NASA Astrophysics Data System (ADS)

LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

2012-04-01

Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

The Intersection of Gender Identity and Violence: Victimization Experienced by Transgender College Students.

PubMed

Griner, Stacey B; Vamos, Cheryl A; Thompson, Erika L; Logan, Rachel; Vázquez-Otero, Coralia; Daley, Ellen M

2017-08-01

College students disproportionately experience victimization, stalking, and relationship violence when compared with other groups. Few studies explore victimization by the gender identity of college students, including those who identify as transgender. The purpose of this study is to explore the rates of violence experienced by transgender students compared with male and female college students. This study utilized the National College Health Assessment-II (NCHA-II) and included data from students ( n = 82,538) across fall 2011, 2012, and 2013. Bivariate statistics and binary logistic regression were conducted to test the relationships between gender identity and victimization. Transgender students ( n = 204) were compared with male ( n = 27,322) and female ( n = 55,012) students. After adjusting for individual factors, transgender students had higher odds of experiencing all nine types of violence when compared with males and higher odds of experiencing eight types of violence than females. Transgender students experienced the highest odds in crimes involving sexual victimization, including attempted sexual penetration (adjusted odds ratio [aOR]: 9.49, 95% confidence interval [CI] = [6.17, 14.59], d = 1.00), sexual penetration without consent (aOR: 9.06, 95% CI = [5.64, 14.53], d = 0.94), and being in a sexually abusive relationship (aOR: 6.48, 95% CI = [4.01, 10.49], d = 0.48), than did male students. Findings reveal increased odds of victimization among transgender students when compared with male and female students. Results demonstrate the need for more comprehensive violence prevention efforts in college settings.

[Intersection between gender and socioeconomic status in medical sciences career choice].

PubMed

Gallardo-Hernández, Georgina; Ortiz-Hernández, Luis; Compeán-Dardón, Sandra; Verde-Flota, Elizabeth; Delgado-Sáncnchez, Guadalupe; Tamez-González, Silivia

2006-01-01

Analyze the relationship between gender identity and socioeconomic level associated with career choice among undergraduate students selecting the area of health sciences. Our sample was comprised of first year medical nutrition, dentistry and nursing students (n=637) admitted to the Universidad Autonoma Metropolitana - Xochimilco. A self administered questionnaire was used. The dependent variable was career choice. Independent variables included socioeconomic status, gender norms in student's homes, and gender stereotype internalization. More female nursing students came from low socioeconomic strata, while medical students had a higher socioeconomic status. Among males, more nursing and medical students belonged to a higher socioeconomicstrata. Nutrition and dentistry students belonged to a medium strata. In comparison with males from high socioeconomic strata more male participants reported that household chores were divided among men and women. For women, as the socioeconomic level increased, the participation of men and women also increased. In the indicators of internalization of gender stereotypes, nursing students had the highest rates in the submission scale, but the lowest for masculinity and machismo. As the socioeconomic strata increased, the characteristics of masculinity and machismo also increased. The present results seem to indicate that among women of low socioeconomic strata more traditional gender stereotypes prevail which lead them to seek career choices considered femenine. Among men, there is a clear relationship between career choice, socioeconomic level and internalization of gender stereotypes.

Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings

PubMed Central

Bernard, Aaron W.; Ceccolini, Gabbriel; Feinn, Richard; Rockfeld, Jennifer; Rosenberg, Ilene; Thomas, Listy; Cassese, Todd

2017-01-01

ABSTRACT Background: Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. Objective: We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Design: Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Results: Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Conclusion: Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student’s review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students. PMID:28521646

The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation

NASA Astrophysics Data System (ADS)

Brooks, John

A problem facing science educators is determining the most effective means of science instruction so that students will meet or exceed the new rigorous standards. The theoretical framework for this study was based on reform and research efforts that have informed science teachers that using constructivism is the best method of science instruction. The purpose of this study was to investigate how the constructivist method of science instruction affected student achievement and student motivation in a sixth grade science classroom. The guiding research question involved understanding which method of science instruction would be most effective at improving student achievement in science. Other sub-questions included the factors that contribute to student motivation in science and the method of science instruction students receive that affects motivation to learn science. Quantitative data were collected using a pre-test and post-test single group design. T-test and ANCOVA were used to test quantitative hypotheses. Qualitative data were collected using student reflective journals and classroom discussions. Students' perspectives were transcribed, coded and used to further inform quantitative findings. The findings of this study supported the recommendations made by science reformists that the best method of science instruction was a constructivist method. This study also found that participant comments favored constructivist taught classes. The implications for social change at the local level included potential increases in student achievement in science and possibly increased understanding that can facilitate similar changes at other schools. From a global perspective, constructivist-oriented methods might result in students becoming more interested in majoring in science at the college level and in becoming part of a scientifically literate work force.

Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

NASA Astrophysics Data System (ADS)

Harbor, Jon

2014-05-01

Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

The experience of international doctoral education in nursing: an exploratory survey of staff and international nursing students in a British university.

PubMed

Evans, Catrin

2007-07-01

As part of the internationalization of higher education, increasing numbers of international doctoral students are coming to study in British nursing schools. This paper reports on a small-scale exploratory survey that sought to investigate the educational experiences of these students and their supervisors in one British School of Nursing. Both staff and students saw great value in international education. However both groups identified the need for greater support to facilitate adjustment in a number of areas, including: understanding the PhD process, studying in a second language, working within a different academic culture, managing the supervision relationship, and finding a sense of community. This was a small study, but the findings confirm key issues identified in the limited available literature. Recommendations include staff training and the development of additional in-puts for students. Future research should include qualitative, longitudinal and multi-site studies to more thoroughly assess the process and outcomes of international doctoral education in nursing.

Benefits and challenges of international clinical education from a US-based physiotherapist faculty perspective.

PubMed

Pechak, Celia; Black, Jill D

2013-12-01

The influence of internationalization on physiotherapist education in at least North American-based programmes has become more apparent. Faculty and students have been involved in various international activities. One category of activities includes international clinical education (ICE), where students earn clinical education credit for their learning activities at international sites. Although this educational strategy appears to be increasingly used in at least the United States and Canada, the related literature is limited in scope. The purpose of this portion of the present study was to investigate the benefits and challenges of ICE for US-based students, US-based physiotherapy programmes and international partners from the perspective of US-based faculty sending students for clinical education internationally. Content analysis was used for this qualitative study. Fifteen US-based faculty members who had experience in sending physiotherapist students for ICE were recruited. The primary researcher conducted semi-structured phone interviews, averaging approximately 60 minutes in length. The primary and secondary researchers completed data analysis using NVivo 8 software (QSR International Inc., Cambridge, MA). Benefits of ICE to the students included exposure to alternate health systems, broadening of student perspectives and clinical competence. Challenges consisted of funding and possible language barrier. Increased visibility, expanded global perspective and faculty collaborations were benefits to the programme. Ensuring a quality learning experience was the greatest programme challenge. Benefits to the international site included education and faculty collaborations/exchanges; challenges were language, student clinical preparation and unfamiliarity with the student evaluation tool. Because the sample was limited to 15 US-based faculty members, the results may not be relevant to all programmes inside or outside of the United States. Additionally, the study lacked perspectives from the students or international sites. The present study is an early step in the important examination of the impact of this emerging educational trend on physiotherapy education and practice. Copyright © 2013 John Wiley & Sons, Ltd.

Middle school students' earthquake content and preparedness knowledge - A mixed method study

NASA Astrophysics Data System (ADS)

Henson, Harvey, Jr.

The purpose of this study was to assess the effect of earthquake instruction on students' earthquake content and preparedness for earthquakes. This study used an innovative direct instruction on earthquake science content and concepts with an inquiry-based group activity on earthquake safety followed by an earthquake simulation and preparedness video to help middle school students understand and prepare for the regional seismic threat. A convenience sample of 384 sixth and seventh grade students at two small middle schools in southern Illinois was used in this study. Qualitative information was gathered using open-ended survey questions, classroom observations, and semi-structured interviews. Quantitative data were collected using a 21 item content questionnaire administered to test students' General Earthquake Knowledge, Local Earthquake Knowledge, and Earthquake Preparedness Knowledge before and after instruction. A pre-test and post-test survey Likert scale with 21 items was used to collect students' perceptions and attitudes. Qualitative data analysis included quantification of student responses to the open-ended questions and thematic analysis of observation notes and interview transcripts. Quantitative datasets were analyzed using descriptive and inferential statistical methods, including t tests to evaluate the differences in means scores between paired groups before and after interventions and one-way analysis of variance (ANOVA) to test for differences between mean scores of the comparison groups. Significant mean differences between groups were further examined using a Dunnett's C post hoc statistical analysis. Integration and interpretation of the qualitative and quantitative results of the study revealed a significant increase in general, local and preparedness earthquake knowledge among middle school students after the interventions. The findings specifically indicated that these students felt most aware and prepared for an earthquake after an intervention that consisted of an inquiry-based group discussion on safety, earthquake content presentation and earthquake simulation video presentation on preparedness. Variations of the intervention, including no intervention, were not as effective in significantly increasing students' conceptual learning of earthquake knowledge.

An Example of Large-group Drama and Cross-year Peer Assessment for Teaching Science in Higher Education

NASA Astrophysics Data System (ADS)

Sloman, Katherine; Thompson, Richard

2010-09-01

Undergraduate students pursuing a three-year marine biology degree programme (n = 86) experienced a large-group drama aimed at allowing them to explore how scientific research is funded and the associated links between science and society. In the drama, Year 1 students played the "general public" who decided which environmental research areas should be prioritised for funding, Year 2 students were the "scientists" who had to prepare research proposals which they hoped to get funded, and Year 3 students were the "research panel" who decided which proposals to fund with input from the priorities set by the "general public". The drama, therefore, included an element of cross-year peer assessment where Year 3 students evaluated the research proposals prepared by the Year 2 students. Questionnaires were distributed at the end of the activity to gather: (1) student perceptions on the cross-year nature of the exercise, (2) the use of peer assessment, and (3) their overall views on the drama. The students valued the opportunity to interact with their peers from other years of the degree programme and most were comfortable with the use of cross-year peer assessment. The majority of students felt that they had increased their knowledge of how research proposals are funded and the perceived benefits of the large-group drama included increased critical thinking ability, confidence in presenting work to others, and enhanced communication skills. Only one student did not strongly advocate the use of this large-group drama in subsequent years.

Undergraduate Research in Geoscience with Students from Two-year Colleges: SAGE 2YC Resources

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Hodder, J.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.

2014-12-01

Undergraduate research experiences are important for the development of expertise in geoscience disciplines. These experiences have been shown to help students learn content and skills, promote students' cognitive and affective development, and develop students' sense of self. Early exposure to research experiences has shown to be effective in the recruitment of students, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Just as departments at four-year institutions (4YCs) are increasingly integrating research into their introductory courses, two-year college (2YC) geoscience faculty have a great opportunity to ground their students in authentic research. The Undergraduate Research with Two-year College Students website developed by SAGE 2YC: Supporting and Advancing Geoscience Education at Two-year Colleges provides ideas and advice for 2YC and 4YC faculty who want to get more 2YC students involved in research. The continuum of possibilities for faculty to explore includes things that can be done at 2YCs (eg. doing research as part of a regular course, developing a course specifically around research on a particular topic, or independent study), done in collaboration with other local institutions (eg. using their facilities, conducting joint class research, or using research to support transfer programs), and by involving students in the kind of organized Undergraduate Research programs run by a number of institutions and organizations. The website includes profiles illustrating how 2YC geoscience faculty have tackled these various models of research and addressed potential challenges such as lack of time, space, and funding as part of supporting the wide diversity of students that attend 2YCs, most of whom have less experience than that of rising seniors who are the traditional REU participant. The website also provides resources on effective strategies for developing REU programs for community college students, examples of successful multi-year programs, links to other projects working on undergraduate research in the first two years, and references for further reading. serc.carleton.edu/sage2yc/studentsuccess/ug-research/

Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

PubMed

Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

2017-12-04

The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students' professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students' skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students' awareness and understanding of the various roles of health professionals.

The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class

NASA Astrophysics Data System (ADS)

Muir, Tracey; Geiger, Vince

2016-03-01

Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. This study investigates a teacher's, and his students', perceptions of the benefits or otherwise of a flipped classroom approach in meeting these challenges, within a prescribed curriculum context. Data collection instruments included a survey designed to investigate the nature of students' engagement with the flipped approach and semi-structured student and teacher interviews. Analysis of these data indicated that the teacher and students were positive about their experiences with a flipped classroom approach and that students were motivated to engage with the teacher-created online mathematics resources. The study adds to the limited research literature related to student and teacher perceptions of the affordances of the flipped classroom approach and has implications for secondary mathematics teachers who face the challenge of the twin demands of covering the prescribed curriculum and catering for a range of students' learning needs.

Transmitting Success: Comprehensive Peer Mentoring for At-Risk Students in Developmental Math

ERIC Educational Resources Information Center

Morales, Erik E.; Ambrose-Roman, Sarah; Perez-Maldonado, Rosa

2016-01-01

This study presents and assesses a developmental math focused peer mentoring program at a public urban university. Over three semesters 45 mentees participated in the program. Results include substantive increases in developmental pass rates as well as increases in self-efficacy and social integration. Other noteworthy findings include the…

A focus group study of chiropractic students following international service learning experiences

PubMed Central

Boysen, James C.; Salsbury, Stacie A.; Derby, Dustin; Lawrence, Dana J.

2016-01-01

Objective: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. Methods: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings. Participants answered standard questions on how this educational experience may have changed their clinical confidence. Two investigators performed qualitative thematic analysis of the verbatim transcripts to identify core concepts and supporting themes. Results: The core concept was transformation from an unsure student to a confident doctor. The service learning experience allowed students to deliver chiropractic treatment to patients in a real-world setting, engage in frequent repetitions of technical skills, perform clinical decision-making and care coordination, and communicate with patients and other health professionals. Students described increased clinical confidence in 9 competency areas organized within 3 domains: (1) chiropractic competencies including observation, palpation, and manipulation; (2) clinical competencies including problem solving, clinic flow, and decision-making; and (3) communication competencies, including patient communication, interprofessional communication, and doctor–patient relationship. Students recommended that future service learning programs include debriefing sessions similar to the experience offered by these focus groups to enhance student learning. Conclusion: Senior chiropractic students who participated in an international service learning program gained confidence and valuable practical experience in integrating their chiropractic, clinical, and communication skills for their future practices. PMID:27258817

Integration of the concepts of sustainability into teaching at post-secondary institutions

NASA Astrophysics Data System (ADS)

Davis, Sara Allison

The purpose of this study was to examine the incorporation of the concepts of sustainability into teaching at two post-secondary public education residential institutions, Northern Arizona University (NAU) and the University of South Carolina (USC). A total of 17 faculty members, six administrators, and 31 students were interviewed in the study. An individual case record for each participating institution was developed. The two case records were then qualitatively cross-case analyzed to derive crosscutting themes and patterns at the two participating institutions. Based on the findings of this study, several major themes emerged across the two post-secondary public institutions. Sustainability was consistently viewed by faculty members, administrators, and students as a very broad term. While faculty members and administrators differentiated between the ecological, economic, and social dimensions of sustainability, students commonly associated sustainability more narrowly with an ecological meaning. Several common factors that influenced faculty members' and administrators' understanding of sustainability included literature, campus-wide training, personal influences, and professional networking. Common methods used by faculty to incorporate the concepts of sustainability into teaching included assigned readings, class discussions, and class projects. Key benefits of incorporating the concepts of sustainability into teaching included increased student awareness, collaboration, vision development, and social implications, while key challenges included time, support, assessment, student understanding, and more realistic classroom experiences. Key driving forces for faculty members and administrators for incorporating the concepts of sustainability into teaching were the initiatives specifically developed at the institutions. Based on the common themes at the two institutions studied, it is recommended that post-secondary institutions desiring to deploy the concepts of sustainability into teaching include the multiple dimensions of sustainability in their campus-wide initiatives, faculty and student development, and policies. In addition, it is recommended that campus-wide sustainability initiatives emphasize the key benefits of increased student awareness, collaboration, social implications, and vision development, and that they consider the challenges of time, support, assessment, and student understanding, while rewarding faculty members for their efforts to incorporate the concepts of sustainability into teaching.

34 CFR 280.20 - How does one apply for a grant?

Code of Federal Regulations, 2010 CFR

2010-07-01

..., including how the proposed magnet school programs will increase interaction among students of different social, economic, ethnic, and racial backgrounds; (2) How and to what extent the assistance will increase...

Using twitter in health professional education: a case study.

PubMed

Gagnon, Kendra

2015-01-01

The vast majority of health care students, providers, and organizations utilize social media to access and share information. However, there is little research exploring integration of social media into health professional education. This case study describes how the social media site Twitter was used in a first-year physical therapy professionalism course to teach, support, and model professional online communication. Twitter was used for discussion and sharing among 36 doctor of physical therapy (DPT) students enrolled in a first-year professionalism course. Participants completed four Twitter assignments. Outcome measures included student surveys of overall social media use, perceptions of Twitter use in the course, Twitter use during the course, and student engagement measured using a subset of questions from the National Survey of Student Engagement (NSSE). During the course, students posted a total of 337 tweets (mean 9.36 tweets/student). Pre- and post-course surveys showed an increase in academic and professional social media use. Perception of Twitter use in the course was generally positive. There was a small increase in mean NSSE score that was not statistically significant. Using Twitter in a physical therapy professionalism course was a positive experience for students and was associated with increased academic and professional social media use. Future studies are needed to determine whether deliberate teaching of social media as a professional technology competency will result in meaningful increases in professional online engagement and improved digital professionalism in health professional students and providers.

Influencing attitudes toward science through field experiences in biology

NASA Astrophysics Data System (ADS)

Carpenter, Deborah Mcintyre

The purpose of this study was to determine how student attitudes toward science are influenced by field experiences in undergraduate biology courses. The study was conducted using two institutions of higher education including a 2-year lower-level and a 2-year upper-level institution. Data were collected through interviews with student participants, focus group discussions, students' journal entries, and field notes recorded by the researcher during the field activities. Photographs and video recordings were also used as documentation sources. Data were collected over a period of 34 weeks. Themes that emerged from the qualitative data included students' beliefs that field experiences (a) positively influence student motivation to learn, (b) increase student ability to learn the concepts being taught, and (c) provide opportunities for building relationships and for personal growth. The findings of the study reinforce the importance of offering field-study programs at the undergraduate level to allow undergraduate students the opportunity to experience science activities in a field setting. The research study was framed by the behavioral and developmental theories of attitude and experience including the Theory of Planned Behavior (Ajzen, 1991) and the Theory of Experiential Learning (Kolb, 1984).

Interchangeable Positions in Interaction Sequences in Science Classrooms

ERIC Educational Resources Information Center

Rees, Carol; Roth, Wolff-Michael

2017-01-01

Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students' access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for…

How School Principals Influence Student Learning

ERIC Educational Resources Information Center

Dhuey, Elizabeth; Smith, Justin

2012-01-01

In recent decades, much attention has been focused on student achievement in the United States. Many policy initiatives have been attempted in an effort to bolster achievement, including increasing school revenue, decreasing class size, expanding early childhood programs, and introducing vouchers and charter schools, to name a few, but not all of…

Developing and Using Dashboard Indicators in Student Affairs Assessment

ERIC Educational Resources Information Center

Mitchell, Joshua J.; Ryder, Andrew J.

2013-01-01

Dashboard systems are increasingly popular as assessment and performance management tools in higher education. This chapter examines the use of dashboards in student affairs, including examples of key indicators and considerations for developing and implementing these tools. The chapter begins with an overview of the origins of dashboards, from…

Resolving Conflict Creatively in the Multicultural Community: Inter-Cultural Mediation. [Videotape.

ERIC Educational Resources Information Center

Moyer, Kathleen Cleland

Students encounter numerous volatile situations throughout their school days, especially during times of increasing diversity. "Inter-Cultural Mediation" is a single half hour video that includes a teacher's manual and student handouts. Shot in Ontario, Canada during the Commonwealth Youth Conference in Conflict Resolution, this program…

Linguistically Responsive Professional Development: An Apprenticeship Model

ERIC Educational Resources Information Center

Heineke, Amy; Papola-Ellis, Aimee; Cohen, Sarah; Davin, Kristin

2018-01-01

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and…

Impact of Online Discussions on Web Based Assessments

ERIC Educational Resources Information Center

Powell, Loreen M.; Wimmer, Hayden; Kilgus, Lawrence; Force, Christina

2017-01-01

The practice of including online discussion posts to traditional courses is increasing. Online discussions allow for active learning to occur as students express their ideas and respond to others. The time and thought provided by online discussion posts allows students to utilize higher level cognitive skills. Web-based assessments are another…

A Survey of Burnout among College Music Majors

ERIC Educational Resources Information Center

Bernhard, H. Christian, II

2007-01-01

Experts have reported a recent increase in the number of college students with severe psychological problems, including music majors. The principal purpose of the current study was to compare perceived burnout levels (emotional exhaustion, depersonalization, and lack of personal accomplishment) of college music students by year in school, major,…

Sample Strategies Used To Serve Rural Students in the Least Restrictive Environment.

ERIC Educational Resources Information Center

Helge, Doris

This booklet provides sample strategies to ameliorate service delivery problems commonly encountered by rural special educators. Strategies to increase acceptance of disabled students by nondisabled peers include buddy systems and class activities that promote personal interaction, simulation activities, and social and personal skills development.…

Manhattan Country School: An Urban School in the Catskills

ERIC Educational Resources Information Center

Southern, Jane; Plummer, James

1978-01-01

This school integrates an outdoor, farm experience with an urban school curriculum. Elementary students spend increasing lengths of time working on a country farm as a mandatory requirement. Activities include farm chores, nature hikes, household chores, and practical crafts. Students come from a wide range of backgrounds and incomes. (MA)

Clinical Supervision of International Supervisees: Suggestions for Multicultural Supervision

ERIC Educational Resources Information Center

Lee, Ahram

2018-01-01

An increase of international students in various settings has been noted in a range of disciplines including counseling and other mental health professions. The author examined the literature on international counseling students related to their experiences in counseling training, particularly in supervision. From the counseling literature, five…

The Recruitment and Selection of Principals Who Increase Student Learning

ERIC Educational Resources Information Center

Ash, Ruth C.; Hodge, Patricia H.; Connell, Peggy H.

2013-01-01

The overall picture that emerges from a review of literature pinpoints two elements that inhibit recruiting and hiring effective principals. Primary hindrances include the growing shortage of qualified applicants in conjunction with a growing student population and the reality of the challenging demands, responsibilities, and complexities of the…

The Efficacy of Shared Reading with Teens.

ERIC Educational Resources Information Center

Hicks, Karen; Wadlington, Beth

An instructional strategy adapted the Big Book reading experience to the adolescent student to increase enthusiasm for reading, vocabulary development, and sound word attack and comprehension strategies. Criteria for choosing books to read aloud with teenagers include: (1) select well written books; (2) select books that reflect students'…

Life on the Reservation: Cross-Cultural Field Experiences and Student Learning

ERIC Educational Resources Information Center

Richardson, Belinda Conrad; Dinkins, Elizabeth G.

2014-01-01

Twenty-first century classrooms are filled with increasingly diverse student populations. Effective teacher preparation programs must include explicit course work in culturally responsive pedagogies and field experiences that place educators in new sociocultural contexts. Field experiences in cross-cultural, place-based settings have the potential…

Creating Space for Agency

ERIC Educational Resources Information Center

Altobelli, Rachel

2017-01-01

It's easy to imagine no gay, lesbian, bisexual, transgender, or questioning (LGBTQ) students are at a given school, and, therefore, no need exists to court controversy and potential challenges by providing LGBTQ materials. LGBTQ students are everywhere, though, and they are at increased risk for a host of issues, including bullying, assault, and…

Increasing Student Learning through Multimedia Projects.

ERIC Educational Resources Information Center

Simkins, Michael; Cole, Karen; Tavalin, Fern; Means, Barbara

This book discusses enhancing student achievement through project-based learning with multimedia. Chapter 1 describes project-based multimedia learning. Chapter 2 presents a multimedia primer, including the five basic types of media objects (i.e., images, text, sound, motion, and interactivity). Chapter 3 addresses making a real-world connection,…

Food for Thought: Expanding School Breakfast to NJ Students

ERIC Educational Resources Information Center

Allen-Kyle, Portia; Parello, Nancy

2011-01-01

This brief marks the start of "Advocates for Children of New Jersey's Food for Thought School Breakfast Campaign", which seeks to expand innovative approaches to serving school breakfast and significantly increase students' participation rates. This report provides a closer look at the data, including identifying districts that have high…

Barriers to Learning Online Experienced by Students with a Mental Health Disability

ERIC Educational Resources Information Center

McManus, Dean; Dryer, Rachel; Henning, Marcus

2017-01-01

Online education is widely regarded as increasing accessibility to higher education to individuals with disadvantage and disability, including those with a mental health disability. However, the learning challenges these students experience within the online learning environment are not well understood. The purpose of this qualitative case study…

Predicting Undergraduate Leadership Student Goal Orientation Using Personality Traits

ERIC Educational Resources Information Center

Lamm, Kevan W.; Sheikh, Emana; Carter, Hannah S.; Lamm, Alexa J.

2017-01-01

Finding strategies to increase the motivation of students, their connection with the material, and retention of the content, has been very important within leadership education. Previous research studies have shown that personality traits can predict desired outcomes, including goal orientation or motivational disposition. However, there have not…

Standing Up for Diversity: Lesbian Mothers' Suggestions for Teachers

ERIC Educational Resources Information Center

Bower, Laura A.

2008-01-01

Increased diversity within student populations has led to concerns for meeting the needs of all learners. Traditionally, education has defined diversity in terms of students' ethnicity, language, and academic abilities. In today's environment, however, multicultural efforts fall short if they do not also include sexual orientation and family…

Predicting Dropout Using Student- and School-Level Factors: An Ecological Perspective

ERIC Educational Resources Information Center

Wood, Laura; Kiperman, Sarah; Esch, Rachel C.; Leroux, Audrey J.; Truscott, Stephen D.

2017-01-01

High school dropout has been associated with negative outcomes, including increased rates of unemployment, incarceration, and mortality. Dropout rates vary significantly depending on individual and environmental factors. The purpose of our study was to use an ecological perspective to concurrently explore student- and school-level predictors…

Monitoring Student Learning in Algebra

ERIC Educational Resources Information Center

Accardo, Amy L.; Kuder, S. Jay

2017-01-01

Mr. Perez and Mrs. Peterson co-teach a ninth-grade algebra class. Perez and Peterson's class includes four students with individualized education programs (IEPs). In response to legislation, such as the No Child Left Behind (NCLB) Act (2001) and the Individuals with Disabilities Education Improvement Act (2006), an increasing number of students…

Rethinking Multicultural Group Work as Intercultural Learning

ERIC Educational Resources Information Center

Reid, Robin; Garson, Kyra

2017-01-01

This article presents our findings of an exploration of students' perceptions of multicultural group work when specific changes in pedagogy and methods of evaluation were made to include the processes students navigate, instead of merely the end product of their collaboration. Shifting demographics and increasing cultural diversity in higher…

Quantitative Model for Choosing Programming Language for Online Instruction

ERIC Educational Resources Information Center

Sherman, Steven J.; Shehane, Ronald F.; Todd, Dewey W.

2018-01-01

Colleges are increasingly offering online courses, including computer programming courses for business school students. Programming languages that are most useful to students are those that are widely used in the job market. However, the most popular computer languages change at least every three years. Therefore, the language used for instruction…

Turning around Missouri's Persistently Low-Performing Schools: Essential Supports

ERIC Educational Resources Information Center

Vandeven, Margaret M.

2014-01-01

For decades, American policy leaders have focused efforts on improving opportunities for ALL students, including the most disadvantaged. Educators work tirelessly to ensure that every student grows into a self-sufficient, contributing member of society--no matter his or her starting point. This charge becomes increasingly complex for American…

The Role of Cross-Cultural Experience in Art Teacher Preparation

ERIC Educational Resources Information Center

Henry, Carole; Constantino, Tracie

2015-01-01

Current research indicates that within the United States, many preservice teachers are not prepared to work with a rapidly changing student population that includes an increasing number of immigrant students with limited proficiency in English (Giambo & Szecsi, 2005/2006; Janzen, 2008; Latta & Chan, 2011). This article presents findings…

Collaborative Learning: Increasing Students' Engagement Outside the Classroom

ERIC Educational Resources Information Center

Hernandez, Rosario

2012-01-01

Several factors, including the Bologna process, the embargo on university posts, and a larger student population pursuing degrees, have contributed to radical changes in teaching, learning, and assessment in Irish higher education in the last few years. Challenges to academics have resulted in curriculum reform, and most importantly, in innovative…

Instructional Math Technology in Secondary Special Education: Teacher-Reported Practices and Perceptions

ERIC Educational Resources Information Center

Higa, Joice M.

2017-01-01

Students with disabilities often have difficulty meeting established math proficiency levels. Without these skills, students may face increased challenges in transitioning to adulthood, including fewer post-secondary educational opportunities, limited career options, and decreased long-term income. Addressing low math skills is important to…

A Multicontextual Model for Broadening Participation in STEM Related Disciplines

ERIC Educational Resources Information Center

Brown, Edward E., Jr.

2011-01-01

This paper argues that the "pipeline", leading to the production and increase of undergraduate engineering and STEM (science, technology, engineering and math) related degrees by underrepresented student populations (which include female and AALANA (African American, Latin American and Native American) students), has become more of a "funnel".…

Mapping Maize Genes: A Series of Research-Based Laboratory Exercises

ERIC Educational Resources Information Center

Makarevitch, Irina; Kralich, Elizabeth

2011-01-01

Open-ended, inquiry-based multiweek laboratory exercises are the key elements to increasing students' understanding and retention of the major biological concepts. Including original research into undergraduate teaching laboratories has also been shown to motivate students and improve their learning. Here, we present a series of original…

Fight Obesity in the Classroom

ERIC Educational Resources Information Center

Bratsis, Michael E.

2012-01-01

U.S. health experts declared obesity an epidemic over a decade ago. Schools have tried to implement prevention programs for students, but as budgets shrink, educating students about obesity is increasingly falling to classroom instructors, including science teachers. The good news is that obesity-related classroom activities can be engaging, and…

Designing a Network and Systems Computing Curriculum: The Stakeholders and the Issues

ERIC Educational Resources Information Center

Tan, Grace; Venables, Anne

2010-01-01

Since 2001, there has been a dramatic decline in Information Technology and Computer Science student enrolments worldwide. As a consequence, many institutions have evaluated their offerings and revamped their programs to include units designed to capture students' interests and increase subsequent enrolment. Likewise, at Victoria University the…

The Challenges of Defining and Measuring Student Engagement in Science

ERIC Educational Resources Information Center

Sinatra, Gale M.; Heddy, Benjamin C.; Lombardi, Doug

2015-01-01

Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special…

Teaching from the Web: Constructing a Library Learning Environment Where Connections Can Be Made.

ERIC Educational Resources Information Center

Cox, Suellen; Housewright, Elizabeth

2001-01-01

Describes a course developed by librarians at California State University, Fullerton as an introduction to information technology for freshmen students. Topics include collaboration and feedback from team teaching; formal assessment and student evaluation;, and the increasing use of Web-based resources and technology. (Author/LRW)

Graduate Teaching Assistants in the Learning Paradigm: Beliefs about Inclusive Teaching

ERIC Educational Resources Information Center

Embry, Priscilla B.; McGuire, Joan M.

2011-01-01

The learning paradigm emphasizes teaching in ways that facilitate learning for all students. As novice instructors of an increasingly diverse student population, graduate teaching assistants (GTAs) frequently have full responsibility for teaching undergraduate courses. This study investigated GTAs' beliefs about including diverse learners in their…

Understanding Students' Competition Preference in Multiple-Mice Supported Classroom

ERIC Educational Resources Information Center

Chang, Ben; Chuang, Min-Tun; Ho, Spes

2013-01-01

Competition has been prevalent in all types of childhood activities including playing, learning, and living. Studies have shown that a well-designed competitive activity can motivate students to perform at an increased level. However, there have been few research studies on the relationship between learners' preferences and performance in relation…

Using Technology to Deliver Career Development Services: Supporting Today's Students in Higher Education

ERIC Educational Resources Information Center

Venable, Melissa A.

2010-01-01

Career services professionals are increasingly involved in decisions regarding the use of technology. This article presents a number of considerations to be explored, including the characteristics and needs of today's students, available technologies, funding requirements, and confidentiality issues. The author recommends an approach that includes…

An Evaluation of Curriculum Materials Based Upon the Socio-Scientific Reasoning Model.

ERIC Educational Resources Information Center

Henkin, Gayle; And Others

To address the need to develop a scientifically literate citizenry, the socio-scientific reasoning model was created to guide curriculum development. Goals of this developmental approach include increasing: (1) students' skills in dealing with problems containing multiple interacting variables; (2) students' decision-making skills incorporating a…

Leadership for 2000. Management Report 1989-90/1.

ERIC Educational Resources Information Center

Roueche, John E.

Of all challenges facing open-door community colleges, none is more important than the need to renew and improve teaching quality in order to accommodate increasingly diversified student populations. Several policies have been particularly helpful to open-door institutions in improving student retention and achievement, including the following:…

On Chinese College Students' Suicide: Characteristics, Prevention and Crisis Intervention

ERIC Educational Resources Information Center

Li, Xiaohong

2012-01-01

Nowadays, some characteristics have been detected among Chinese students' suicide including an increasing rate, obvious differences in different grades and genders, relatively integrated suicide methods and a regular time pattern for suicide as well. The principle of selection at registration, dynamic renewal and classified precaution should be…

The Embedded Librarian Program

ERIC Educational Resources Information Center

Matthew, Victoria; Schroeder, Ann

2006-01-01

With the huge increase in online learning at colleges around the country, libraries need to consider how to serve the growing contingent of online students. Some typical library services include a Web site, remote access to databases, e-mail assistance, a toll-free phone number, a procedure for supplying library materials to students, FAQs,…

Realizing the Professional Within: The Effect of Work Integrated Learning

ERIC Educational Resources Information Center

MacDonald, Kirsten; Cameron, Craig; Brimble, Mark; Freudenberg, Mark; English, Dianne

2014-01-01

With a government agenda to increase university participation, and larger numbers of students being "first-in-family" to attend university, students have a limited understanding and appreciation of their chosen profession. Adverse implications include reduced motivation towards study and non-appreciation of the required skills to succeed…

Techniques for Managing a Safe School.

ERIC Educational Resources Information Center

Johns, Beverley H.; Keenan, John P.

This book offers educators guidelines for appropriately dealing with aggression in the schools and ways to increase school safety for all students. The 13 chapters address the following topics: (1) evaluating a school for safety, which includes a checklist to use in reviewing policies, facilities, students, and staff; (2) principles of peaceful…

QRAC-the-Code: A Comprehension Monitoring Strategy for Middle School Social Studies Textbooks

ERIC Educational Resources Information Center

Berkeley, Sheri; Riccomini, Paul J.

2013-01-01

Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students…

Student-Level Effects of Increased Teacher-Directed Opportunities to Respond

ERIC Educational Resources Information Center

MacSuga-Gage, Ashley S.; Gage, Nicholas A.

2015-01-01

Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between…

Technology To Enhance Vocabulary Acquisition: Metacognitive, Multisensory and Motivational.

ERIC Educational Resources Information Center

Rothschild, Lois H.

This paper presents a method to help high school students with learning disabilities increase their vocabulary in preparation for college, including preparation for college entrance examinations such as the Scholastic Assessment Tests (SATs). The approach focuses on the use of elaborative techniques in which students actively generate meanings and…

Experience with an Independent Study Program in Pathophysiology for Doctor of Pharmacy Students.

ERIC Educational Resources Information Center

Nahata, Milap C.

1986-01-01

A pharmacy doctoral program's independent-study component in pathophysiology, supported by computer-assisted instruction and self-evaluation, has the advantages of self-pacing, reduced faculty time commitment, and increased ability to work effectively with physicians. Disadvantages include student feeling of isolation, imbalanced content, and…

Using Multicultural Children's Literature to Teach Diverse Perspectives

ERIC Educational Resources Information Center

Iwai, Yuko

2015-01-01

As increasing numbers of students from diverse cultures are entering schools, educators need to include diversity in their teaching to promote diverse perspectives and help students become global citizens. The author offers tips for elementary teachers on using multicultural children's literature in their classrooms. Teachers are encouraged to…

Literacy Instruction for Culturally and Linguistically Diverse Students: A Collection of Articles and Commentaries.

ERIC Educational Resources Information Center

Opitz, Michael F., Ed.

Addressing issues arising from increasing student diversity, this book brings together articles from "The Reading Teacher,""Journal of Reading," and "Language Arts" which offer teaching strategies, ways to capitalize on differences, and ways to use multicultural literature. Each section includes introductions by…

Meditation in Higher Education: Does It Enhance Cognition?

ERIC Educational Resources Information Center

Helber, Casey; Zook, Nancy A.; Immergut, Matthew

2012-01-01

We predicted that students in a sociology course that included contemplative practices (i.e., mindfulness meditation) would show an increase in performance on higher level cognitive abilities (executive functions) over the semester compared to a control group of students. Change in executive functions performance was not significantly different…

Increasing Reading Fluency Using "Read Naturally"® with Two Third Grade Students with Specific Learning Disabilities: A Replication of Erickson et al., 2015

ERIC Educational Resources Information Center

Morgan, Sarah V.; McLaughlin, T. F.; Weber, Kimberly P.; Bolich, Barbara

2016-01-01

The purpose of this research was to determine the effectiveness of the "Read Naturally"® program. The program was used in hopes to improve each student's ability in reading fluency. The study used "Read Naturally"® as an intervention for two struggling readers identified as two third grade students. The program included passage…

Determining Whether Including Student-Generated Drawing before Narrative Writing Increases the Clarity and Description Used by Third-Grade Students

ERIC Educational Resources Information Center

Anderson, Susan M.

2010-01-01

The purpose of this quantitative study was to determine whether asking third grade students in one school district in the Metro Detroit area to draw a picture of a narrative story idea before writing about it would improve the points earned on the Michigan standardized writing assessment (MEAP test). One half, or four out of eight, of the…

Literature Circles in a Fifth Grade Classroom: A Qualitative Study Examining How the Teacher and Students Used Literature Circles and the Impact They Have on Student Learning

ERIC Educational Resources Information Center

Pambianchi, Laura Claypool

2017-01-01

State and national standards, including the Common Core State Standards, state that students should be expected to learn to discuss and analyze texts, comprehend ideas in increasingly complex texts, and justify their thinking. Literature circles are an instructional practice suggested by many educational writers as an instructional practice that…

Parental Support and High School Students' Motivation in Biology, Chemistry, and Physics: Understanding Differences among Latino and Caucasian Boys and Girls

ERIC Educational Resources Information Center

Simpkins, Sandra D.; Price, Chara D.; Garcia, Krystal

2015-01-01

Individuals are at an increased risk to drop out of the STEM pipeline if they are female or Latino, and during certain periods including high school. Families are a potential untapped resource of support for high school students. Based on the expectancy-value model, we examined if a variety of parental behaviors predicted students' ability…

Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class

ERIC Educational Resources Information Center

Ennis, Robin Parks; Jolivette, Kristine

2014-01-01

The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high…

Are Two Commonly Used Early Warning Indicators Accurate Predictors of Dropout for English Learner Students? Evidence from Six Districts in Washington State. REL 2017-261

ERIC Educational Resources Information Center

Deussen, Theresa; Hanson, Havala; Bisht, Biraj

2017-01-01

Students who drop out of high school are at increased risk of a range of negative social and economic consequences, including lower earnings and poorer health. To reduce dropout rates and lessen these negative consequences, districts around the country are using early warning indicators to identify and provide supports for students at risk of…

A meta-analysis of educational interventions designed to enhance cultural competence in professional nurses and nursing students.

PubMed

Gallagher, Ruth W; Polanin, Joshua R

2015-02-01

Increasing professional nurses' and nursing students cultural competence has been identified as one way to decrease the disparity of care for vulnerable and minority groups, but effectiveness of training programs to increase competence remains equivocal. The purpose of this project is to synthesize educational interventions designed to increase cultural competence in professional nurses and nursing students. A systematic review and meta-analysis was conducted to synthesize all existing studies on increasing cultural competence. A comprehensive search and screen procedures was conducted to locate all cultural competence interventions implemented with professional nurses and nursing students. Two independent researchers screened and coded the included studies. Effect sizes were calculated for each study and a random-effects meta-analysis was conducted. A total of 25 studies were included in the review. Two independent syntheses were conducted given the disparate nature of the effect size metrics. For the synthesis of treatment-control designed studies, the results revealed a non-statistically significant increase in cultural competence (g¯=.38, 95% CI: -.05, .79, p=.08). Moderator analyses indicated significant variation as a function of the measurements, participant types, and funding source. The pretest-posttest effect size synthesis revealed a significant increase in overall cultural competence (g¯=.45, 95% CI: .24, .66, p<.01). Moderator analyses indicated, however, that the effect sizes varied as functions of the measurement, funding source, and publication type. Interventions to increase cultural competence have shown varied effectiveness. Greater research is required to improve these interventions and promote cultural competence. Copyright © 2014 Elsevier Ltd. All rights reserved.

Improving teamwork between students from two professional programmes in dental education.

PubMed

Leisnert, L; Karlsson, M; Franklin, I; Lindh, L; Wretlind, K

2012-02-01

In Sweden, the National Board of Health and Welfare forecasts a decrease in dentists with 26% and an increase in dental hygienists with 47% until the year of 2023. This, together with changes in both epidemiology, especially of dental caries, and political priorities, calls for an effective and well-developed cooperation between dentists and dental hygienists in future dentistry. Hence, the aim of this project was to investigate whether highlighting teamwork during the undergraduate studies of dental students and dental hygiene students could improve the students' holistic view on patients as well as their knowledge of and insight into each other's future professions. Thirty-four dental students and 24 dental hygiene students participated in the study. At the beginning of their final year in undergraduate education, a questionnaire testing the level of knowledge of the dental hygienists' clinical competences was completed by both groups of students. In addition, activities intending to improve teamwork quality included the following: (i) a seminar with a dentist representing the Public Dental Health Services in Sweden, (ii) dental students as supervisors for dental hygiene students, (iii) planning and treatment for shared patients and (iv) students' presentations of the treatments and their outcomes at a final seminar. The project was ended by the students answering the above-mentioned questionnaire for the second time, followed by an evaluation of the different activities included in the study. The knowledge of dental hygienists' competences showed higher scores in almost all questions. Both groups of students considered the following aspects important: seminars with external participants, dental students acting as supervisors and planning and treating shared patients. By initiating and encouraging teamwork between dental students and dental hygiene students, it is possible to increase knowledge on dental hygienists' competence and also to develop and strengthen a holistic view on patients and dental work, thereby preparing both groups of students for their professional life. © 2011 John Wiley & Sons A/S.

Adherence to antidepressant medications: a randomized controlled trial of medication reminding in college students.

PubMed

Hammonds, Tracy; Rickert, Krista; Goldstein, Carly; Gathright, Emily; Gilmore, Sarah; Derflinger, Bethany; Bennett, Brooke; Sterns, Anthony; Drew, Barbara L; Hughes, Joel W

2015-01-01

To determine if medication reminding via smartphone app increases adherence to antidepressant medications in college students. College students (N = 57) enrolled at a state-funded institution who had a current prescription for an antidepressant and regularly used a smartphone device. Participants were randomized to either a reminder group or a control group. Both groups were asked to complete a survey and undergo a manual pill count at the beginning of the study and 30 days later. There was a strong trend suggesting that the use of a medication reminder app was beneficial for adherence to antidepressant medication regimens. Factors influencing medication adherence in college students included health beliefs, use of illicit drugs, and type of professional care received. Use of a medication reminder may increase adherence to antidepressant medications in college students.

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

NASA Astrophysics Data System (ADS)

Kay, Robin; Knaack, Liesel

2009-10-01

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.

Solution-Focused Wellness: A Randomized Controlled Trial of College Students.

PubMed

Beauchemin, James D

2018-05-01

Heightened stress levels and compromised well-being are common among college students. Current trends on college campuses include an increase in the number of students experiencing mental health issues and an increase in students seeking help, illustrating a need for evidence-based brief interventions that improve student wellness. This research study used a randomized controlled study design to examine the effects of a short-term (seven-week), solution-focused wellness intervention on perceived stress and wellness of college students. Repeated measures analysis of variance results demonstrated that the effect of group membership across time was significant for both perceived wellness and stress (p < .01). Effect sizes using partial eta2 statistics were large for both outcome variables. Findings indicate that a brief solution-focused wellness intervention can significantly improve perceptions of wellness and reduce stress among college students and is more effective than treatment as usual. Intervention replicability allows for dissemination across varied academic groups and locations, and potential generalization across populations.

Preparing for fieldwork: Students' perceptions of their readiness to provide evidence-based practice.

PubMed

Evenson, Mary E

2013-01-01

The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice. A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35. A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric. Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (p< 0.001). Significant increases in students' confidence were noted for verbal and written communication of descriptive, assessment, and intervention evidence, along with increased confidence to effectively use assessment evidence. Results suggest that problem-based learning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum.

Investigating introductory astronomy students' perceived impacts from participation in course-based undergraduate research experiences

NASA Astrophysics Data System (ADS)

Wooten, Michelle M.; Coble, Kim; Puckett, Andrew W.; Rector, Travis

2018-06-01

[This paper is part of the Focused Collection on Astronomy Education Research.] This study investigates students' perceived impacts regarding their participation in course-based undergraduate research experiences (CUREs) in astronomy. Each research experience adopted one or more projects from the Research Based Science Education for Undergraduates (RBSEU) curriculum, which teaches analysis of astronomical data coming from various national observatories. Participating students were enrolled in introductory astronomy courses at one of four universities using the curriculum. They were invited to respond to several instruments, including surveys (N =199 ), essays (N =94 ), and interviews (N =19 ). Each university implemented the curriculum differently with respect to content covered, length of instruction, and whether students' research results were contributed to the astronomical community. We found that participation in all versions of the curriculum had the potential to significantly increase students' perceived confidence participating in science. However, participation in experiences wherein results were contributed to the scientific community more often led to students' nuanced perceptions of science processes, including increased understanding of the role of analysis and the utility of scientific communities and collaborations. We frame our study according to a pathway model under study by discipline-based education researchers of CUREs and explore our findings' connections with psychological theories.

Factors contributing to the brain drain in speech-language pathology: a New Zealand example.

PubMed

Tillard, Gina D A

2011-08-01

The aim of this research was to determine what attracts students to speech-language pathology (SLP), and the influence of intrinsic and extrinsic factors on two types of "brain drain" in SLP: emigration and career shift. Fifty undergraduate students and 13 recent graduates completed a questionnaire that tapped three main areas, level of student debt, intentions to emigrate, and career intentions. Ninety-seven per cent of respondents were female, with a median age of 25 years. Most SLP students and graduates had high levels of debt on graduation. Debt contributed to levels of worry and the ability to participate in education. However, debt alone did not influence career choice or long-term career planning. Over half of the respondents intended to leave New Zealand within 2 years of graduation, citing salary, travel, and training opportunities as factors. Incentives to remain in the profession included increased salary, more training opportunities, and student debt repayment. SLP students' career decisions were mainly influenced by interest in the profession. The conclusion was that three main factors need to be explored in an effort to increase the likelihood that SLPs remain in New Zealand: salary levels, increased training opportunities, and contributions to reduce student debt.

Podcasts as Tools in Introductory Environmental Studies

PubMed Central

Vatovec, Christine; Balser, Teri

2009-01-01

Technological tools have increasingly become a part of the college classroom, often appealing to teachers because of their potential to increase student engagement with course materials. Podcasts in particular have gained popularity as tools to better inform students by providing access to lectures outside of the classroom. In this paper, we argue that educators should expand course materials to include prepublished podcasts to engage students with both course topics and a broader skill set for evaluating readily available media. We present a pre- and postassignment survey evaluation assessing student preferences for using podcasts and the ability of a podcast assignment to support learning objectives in an introductory environmental studies course. Overall, students reported that the podcasts were useful tools for learning, easy to use, and increased their understanding of course topics. However, students also provided insightful comments on visual versus aural learning styles, leading us to recommend assigning video podcasts or providing text-based transcripts along with audio podcasts. A qualitative analysis of survey data provides evidence that the podcast assignment supported the course learning objective for students to demonstrate critical evaluation of media messages. Finally, we provide recommendations for selecting published podcasts and designing podcast assignments. PMID:23653686

Health, sustainability and student travel.

PubMed

Green, Gill; Morris, Jenny; Wade, Margaret

2012-01-01

A survey of 246 pre-registration nursing students in a University in the South West of England was carried out to explore the impact of course related travel on the student experience. Results from the survey indicated that students' main mode of transport to practice placements was by car which reflects the rural nature of the South West and the relative paucity of public transport. Long distances that many students travel to their study centre and to placements, and the concurrent financial strain that this creates, impacted negatively on the student experience. Students recognised the need to travel to a place of study and clinical placements and suggestions of minimising the negative impact of travel were offered. These included the increased use of electronic delivery of lectures, attendance at local university premises, the provision of shared transport to placements and placements closer to the student's home. Few students, however, considered the environmental impact of travel. Higher Education Institutions need to address issues of sustainability through promoting student wellbeing and taking steps to reduce greenhouse gas emissions. It is therefore important that student awareness of sustainability related issues is increased as well as focusing on reducing the environmental impact through organisational change. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior

PubMed Central

Reinke, Wendy M.; Lewis-Palmer, Teri; Merrell, Kenneth

2008-01-01

School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change. PMID:19122805

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

PubMed Central

Trevino-Maack, Sylvia I.; Kamps, Debra; Wills, Howard

2015-01-01

The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students’ reading logs and overall classroom and individual student academic engagement. PMID:26617432

Comparison of student outcomes and preferences in a traditional vs. World Wide Web-based baccalaureate nursing research course.

PubMed

Leasure, A R; Davis, L; Thievon, S L

2000-04-01

The purpose of this project was to compare student outcomes in an undergraduate research course taught using both World Wide Web-based distance learning technology and traditional pedagogy. Reasons given for enrolling in the traditional classroom section included the perception of increased opportunity for interaction, decreased opportunity to procrastinate, immediate feedback, and more meaningful learning activities. Reasons for selecting the Web group section included cost, convenience, and flexibility. Overall, there was no significant difference in examination scores between the two groups on the three multiple-choice examinations or for the course grades (t = -.96, P = .343). Students who reported that they were self-directed and had the ability to maintain their own pace and avoid procrastination were most suited to Web-based courses. The Web-based classes can help provide opportunities for methods of communication that are not traditionally nurtured in traditional classroom settings. Secondary benefits of the World Wide Web-based course were to increase student confidence with the computer, and introduce them to skills and opportunities they would not have had in the classroom. Additionally, over time and with practice, student's writing skills improved.

The gross anatomy laboratory: a novel venue for critical thinking and interdisciplinary teaching in dental education.

PubMed

Rowland, Kevin C; Joy, Anita

2015-03-01

Reports on the status of dental education have concluded that there is a need for various types of curricular reform, making recommendations that include better integration of basic, behavioral, and clinical sciences, increased case-based teaching, emphasis on student-driven learning, and creation of lifelong learners. Dental schools faced with decreasing contact hours, increasing teaching material, and technological advancements have experimented with alternate curricular strategies. At Southern Illinois University School of Dental Medicine, curricular changes have begun with a series of integrated biomedical sciences courses. During the process of planning and implementing the integrated courses, a novel venue-the gross anatomy laboratory-was used to introduce all Year 1 students to critical thinking, self-directed learning, and the scientific method. The venture included student-driven documentation of anatomical variations encountered in the laboratory using robust scientific methods, thorough literature review, and subsequent presentation of findings in peer review settings. Students responded positively, with over 75% agreeing the experience intellectually challenged them. This article describes the process of re-envisioning the gross anatomy laboratory as an effective venue for small group-based, student-driven projects that focus on key pedagogical concepts to encourage the development of lifelong learners.

Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty

PubMed Central

Schinske, Jeffrey N.; Balke, Virginia L.; Bangera, M. Gita; Bonney, Kevin M.; Brownell, Sara E.; Carter, Robert S.; Curran-Everett, Douglas; Dolan, Erin L.; Elliott, Samantha L.; Fletcher, Linnea; Gonzalez, Beatriz; Gorga, Joseph J.; Hewlett, James A.; Kiser, Stacey L.; McFarland, Jenny L.; Misra, Anjali; Nenortas, Apryl; Ngeve, Smith M.; Pape-Lindstrom, Pamela A.; Seidel, Shannon B.; Tuthill, Matthew C.; Yin, Yue; Corwin, Lisa A.

2017-01-01

Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER. PMID:28450448

Healthy weight regulation and eating disorder prevention in high school students: a universal and targeted Web-based intervention.

PubMed

Jones, Megan; Taylor Lynch, Katherine; Kass, Andrea E; Burrows, Amanda; Williams, Joanne; Wilfley, Denise E; Taylor, C Barr

2014-02-27

Given the rising rates of obesity in children and adolescents, developing evidence-based weight loss or weight maintenance interventions that can be widely disseminated, well implemented, and are highly scalable is a public health necessity. Such interventions should ensure that adolescents establish healthy weight regulation practices while also reducing eating disorder risk. This study describes an online program, StayingFit, which has two tracks for universal and targeted delivery and was designed to enhance healthy living skills, encourage healthy weight regulation, and improve weight/shape concerns among high school adolescents. Ninth grade students in two high schools in the San Francisco Bay area and in St Louis were invited to participate. Students who were overweight (body mass index [BMI] >85th percentile) were offered the weight management track of StayingFit; students who were normal weight were offered the healthy habits track. The 12-session program included a monitored discussion group and interactive self-monitoring logs. Measures completed pre- and post-intervention included self-report height and weight, used to calculate BMI percentile for age and sex and standardized BMI (zBMI), Youth Risk Behavior Survey (YRBS) nutrition data, the Weight Concerns Scale, and the Center for Epidemiological Studies Depression Scale. A total of 336 students provided informed consent and were included in the analyses. The racial breakdown of the sample was as follows: 46.7% (157/336) multiracial/other, 31.0% (104/336) Caucasian, 16.7% (56/336) African American, and 5.7% (19/336) did not specify; 43.5% (146/336) of students identified as Hispanic/Latino. BMI percentile and zBMI significantly decreased among students in the weight management track. BMI percentile and zBMI did not significantly change among students in the healthy habits track, demonstrating that these students maintained their weight. Weight/shape concerns significantly decreased among participants in both tracks who had elevated weight/shape concerns at baseline. Fruit and vegetable consumption increased for both tracks. Physical activity increased among participants in the weight management track, while soda consumption and television time decreased. Results suggest that an Internet-based, universally delivered, targeted intervention may support healthy weight regulation, improve weight/shape concerns among participants with eating disorders risk, and increase physical activity in high school students. Tailored content and interactive features to encourage behavior change may lead to sustainable improvements in adolescent health.

[Preparation and effect of a behavioral science-based education program for sleep improvement among medical students].

PubMed

Ueda, Masumi; Adachi, Yoshiko; Hayama, Junko; Yamagami, Toshiko

2008-01-01

The present study aimed to investigate a simple education program that is effective for sleep improvement among medical students who will be medical doctors in the future. The education program applied in the present study was developed for sleep improvement based on behavioral science and changes in knowledge and sleeping habits were observed. Subjects were 6th-year medical students of 2002 and 2003. Students of 2002 attended a program including a 90-minute lecture and a 2-week practice learning session, and students of 2003 attended only the lecture. In the lecture, behavior therapy for chronic insomnia was explained using a booklet. In the practice learning session, students set a target behavior for improvement and conducted self-monitoring of their sleep and the targeted behavior. Changes in knowledge about sleep, attitude toward the therapy, sleep, and sleep-related habits were observed and compared between the 2 groups of subjects immediately and 2-weeks after the lecture. It was found that after both programs subjects had more knowledge about sleep than before. In the program including practice learning session, subjects' attitude for managing patients changed from before the lecture to after the lecture, and after the practice learning session. It was found that more than half of the students thought that they could provide sleep guidance based on the behavior therapy. Regarding the subjects' sleep, significant improvements were observed for "having nightmares upon falling asleep," "sleepiness during daytime," "sense of getting a sound sleep," and "mood upon waking up." Regarding sleep-related habits, significant improvements were observed for "taking a nap," "dozing off," and "eating breakfast." On the other hand, only the lecture subjects improved irregularity of bedtime and sleeping time. Although an increase in knowledge and improvement of sleep were observed among students who attended only the lecture, a further increase in knowledge and improvement of sleeping habits were observed among students who also attended the practice learning session. The results described herein suggest developing and providing a simple and convenient education program for sleep improvement was effective for increasing students' knowledge about sleep, developing improved coping methods regarding sleep, and improving sleep. It is also suggested that behavioral scientific instructive methods, including practice learning, are effective for medical education.

Elementary GLOBE: Inquiring About the Earth System Through Elementary Student Investigations

NASA Astrophysics Data System (ADS)

Henderson, S.; Hatheway, B.; Gardiner, L.; Gallagher, S.

2006-12-01

Elementary GLOBE was designed to introduce K-4 students to the study of Earth System Science (ESS). Elementary GLOBE forms an instructional unit comprised of five modules that address ESS and interrelated subjects including weather, hydrology, seasons, and soils. Each Elementary GLOBE module contains a science based storybook, classroom learning activities that complement the science content covered in each book, and teacher's notes. The storybooks explore a component of the Earth system and the associated classroom learning activities provide students with a meaningful introduction to technology, a basic understanding of the methods of inquiry, and connection to math and literacy skills. The science content in the books and activities serves as a springboard to GLOBE's scientific protocols. All Elementary GLOBE materials are freely downloadable (www.globe.gov/elementaryglobe) The use of science storybooks with elementary students has proven to be an effective practice in exposing students to science content while providing opportunities for students to improve their reading, writing, and oral communication skills. The Elementary GLOBE storybooks portray kids asking questions about the natural world, doing science investigations, and exploring the world around them. Through the storybook characters, scientific inquiry is modeled for young learners. The associated learning activities provide opportunities for students to practice science inquiry and investigation skills, including observation, recording, measuring, etc. Students also gain exposure and increase their comfort with different tools that scientists use. The learning activities give students experiences with asking questions, conducting scientific investigations, and scientific journaling. Elementary GLOBE fills an important niche in K-4 instruction. The international GLOBE Program brings together students, teachers, and scientists with the basic goals of increasing scientific understanding of the Earth, supporting improved student achievement in science and math, and enhancing environmental awareness. NASA provides the primary source of funding for GLOBE.

Health science learning academy: a successful "pipeline" educational program for high school students.

PubMed

Fincher, Ruth-Marie E; Sykes-Brown, Wilma; Allen-Noble, Rosie

2002-07-01

The objective of the Health Professions Partnership Initiative is to increase the number of underrepresented minority Georgia residents who become health care professionals by (1) creating a pipeline of well-qualified high school and college students interested in health care careers, (2) increasing the number of well-qualified applicants to medical and other health professions schools, and (3) increasing the number of underrepresented minority students at the Medical College of Georgia (MCG). The Health Professions Partnership Initiative at MCG was created in 1996 by collaboration among the MCG Schools of Medicine and Nursing, two Augusta high schools attended primarily by underrepresented minority students, three historically black colleges and universities, the Fort Discovery National Science Center of Augusta, community service organizations, and MCG student organizations. The project was funded by the Association of American Medical Colleges and The Robert Wood Johnson Foundation. The high school component, the Health Science Learning Academy (HSLA), was designed to strengthen the students' educational backgrounds and interest in professional careers as evidenced by increased standardized test scores and numbers of students entering college and health professions schools. Additional goals included a system to track students' progress throughout the pipeline as well as professional development sessions to enrich faculty members' knowledge and enhance their teaching expertise. The HSLA began with ninth-grade students from the two high schools. During its second year, funding from the Health 1st Foundation allowed inclusion of another high school and expansion to ninth grade through twelfth grade. The HSLA's enrichment classes meet for three hours on 18 Saturday mornings during the academic year and include computer-interactive SAT preparation and English composition (tenth grade); biology, algebra, calculus, and English composition (eleventh grade); and advanced mathematics and biology (twelfth grade). The ultimate solution to the paucity of underrepresented minority physicians resides largely in successful pipeline programs that expand the pool of well-qualified applicants, matriculants, and graduates from medical schools. Intermediate results of the HSLA support the success of the program. Since its creation in the 1996-1997 academic year, 203 students have participated in the HSLA and all 38 (from the original two schools) who completed the four-year program have enrolled in college. The mean SAT score for students who completed the HSLA program was 1,066, compared with a mean of 923 for all college-bound students in the participating schools. The mean increases in SAT scores for students who completed the four-year program were.5% (1,100 to 1,105) for students attending a magnet high school and 18% (929 to 1,130) for students attending the comprehensive high school. The mean overall increases in SAT scores for students in the two high schools were 1% (1,044 to 1,048) and 9.1% (765 to 834), respectively. The HSLA is accomplishing its goals and, while it is too early to know if these students will participate in MCAT preparatory programs and apply to medical and other health professions schools, their sustained commitment and enthusiasm bode well for continued success.

Examining the Effect of Enactment of a Geospatial Curriculum on Students' Geospatial Thinking and Reasoning

NASA Astrophysics Data System (ADS)

Bodzin, Alec M.; Fu, Qiong; Kulo, Violet; Peffer, Tamara

2014-08-01

A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students' GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students' initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p < .001. Teacher enactment factors, including adherence to implementing the critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students' geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.

The Student Experience With Varying Immersion Levels of Virtual Reality Simulation.

PubMed

Farra, Sharon L; Smith, Sherrill J; Ulrich, Deborah L

With increasing use of virtual reality simulation (VRS) in nursing education and given the vast array of technologies available, a variety of levels of immersion and experiences can be provided to students. This study explored two different levels of immersive VRS capability. Study participants included baccalaureate nursing students from three universities across four campuses. Students were trained in the skill of decontamination using traditional methods or with VRS options of mouse and keyboard or head-mounted display technology. Results of focus group interviews reflect the student experience and satisfaction with two different immersive levels of VRS.

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities.

PubMed

Knott, Gillian; Crane, Linda; Heslop, Ian; Glass, Beverley D

2015-06-25

Sessional staff is increasingly involved in teaching at universities, playing a pivotal role in bridging the gap between theory and practice for students, especially in the health professions, including pharmacy. Although sessional staff numbers have increased substantially in recent years, limited attention has been paid to the quality of teaching and learning provided by this group. This review will discuss the training and support of sessional staff, with a focus on Australian universities, including the reasons for and potential benefits of training, and structure and content of training programs. Although sessional staff views these programs as valuable, there is a lack of in-depth evaluations of the outcomes of the programs for sessional staff, students and the university. Quality assurance of such programs is only guaranteed, however, if these evaluations extend to the impact of this training and support on student learning.

A Case Study of URM Retention through IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2012-12-01

As a free-standing not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URM students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of URM students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). The NASA OSSI initiative recruits and facilitates student engagement in NASA student education and employment opportunities. Through IBP's virtual and person-to-person communications, students learn how to identify, apply to, and participate in NASA programs. Pathways to Ocean Science connects and supports URM students with REU programs in the Ocean Sciences while serving as a resource for REU program directors. As one of IBP's newest initiatives, Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM STEM students that has been extensively vetted by mentoring experts throughout the country. The manual which is organized by user groups serves as an e-forum providing undergraduates, graduates, postdocs, faculty members and project directors with valuable resources to facilitate a positive REU experience. This mentoring initiative also provides a mechanism for submitting new resources and inviting feedback in mentoring best practices throughout the STEM community. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in Earth system science. Through a three-phase structure of activities, the program addresses major barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S participants report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. As of August 2012, 189 students have participated in the program. 60 of those students are currently enrolled in a PhD. program. Another 35 have completed their PhD and are actively engaged in the ESS workforce.

Connecting with health science students and faculty to facilitate the design of a mobile library website.

PubMed

Grabowsky, Adelia; Wright, Melissa

2013-01-01

Observing increasing usage of smartphones by students and faculty of the University of Mississippi Medical Center, librarians at Rowland Medical Library decided to explore student and faculty interest in a mobile website for the library. Focus groups were held to examine interest in a site, essential resources to include on a site, and format of the site itself. The study found significant interest in the development of a mobile library website; additionally, participants believed it essential that the site be simple and easy to use and that only certain library resources should be included on the site.

Evaluation of the impact of a diabetes education curriculum for school personnel on disease knowledge and confidence in caring for students.

PubMed

Smith, Cory T; Chen, Aleda M H; Plake, Kimberly S; Nash, Christiane L

2012-10-01

School personnel may lack knowledge of diabetes and be unprepared to address the needs of students with type 1 diabetes. This project evaluated the effectiveness of a type 1 diabetes education program for school personnel on increasing knowledge of diabetes and confidence in caring for students with diabetes. Two types of diabetes education programs were created for school personnel. The basic program provided a 60-minute overview of diabetes. The expanded program, intended for volunteer health aides, provided participants with a more in-depth overview of diabetes during a 180-minute session, including demonstrations of how to assist students with insulin injections. Instruments were created to assess changes in diabetes-related knowledge and confidence in caring for students. Separate knowledge instruments were created for the basic and expanded programs. Knowledge instruments were administered before and after delivery of the education programs to both groups. Confidence instruments were administered before and after for persons completing the expanded program. A total of 81 school personnel participated in the basic (N = 44) or expanded programs (N = 37). Overall knowledge regarding diabetes significantly increased in both the basic and expanded programs from baseline (p < .001). Confidence in caring for students with diabetes also increased from pretest to posttest, both for overall confidence and each individual item (p < .001). Educational programs offered for school personnel can lead to increased knowledge and increased confidence in caring for students with diabetes, which may assist school personnel in addressing the needs of students with diabetes. © 2012, American School Health Association.

Determination of rate of customer focus in educational programs at Isfahan University of Medical Sciences(1) based on students' viewpoints.

PubMed

Shams, Assadollah; Yarmohammadian, Mohammad Hosein; Abbarik, Hadi Hayati

2012-01-01

Today, the challenges of quality improvement and customer focus as well as systems development are important and inevitable matters in higher education institutes. There are some highly competitive challenges among educational institutes, including accountability to social needs, increasing costs of education, diversity in educational methods and centers and their consequent increasing competition, and the need for adaptation of new information and knowledge to focus on students as the main customers. Hence, the purpose of this study was to determine the rate of costumer focus based on Isfahan University of Medical Sciences students' viewpoints and to suggest solutions to improve this rate. This was a cross-sectional study carried out in 2011. The statistical population included all the students of seven faculties of Isfahan University of Medical Sciences. According to statistical formulae, the sample size consisted of 384 subjects. Data collection tools included researcher-made questionnaire whose reliability was found to be 87% by Cronbach's alpha coefficient. Finally, using the SPSS statistical software and statistical methods of independent t-test and one-way analysis of variance (ANOVA), Likert scale based data were analyzed. The mean of overall score for customer focus (student-centered) of Isfahan University of Medical Sciences was 46.54. Finally, there was a relation between the mean of overall score for customer focus and gender, educational levels, and students' faculties. Researcher suggest more investigation between Medical University and others. It is a difference between medical sciences universities and others regarding the customer focus area, since students' gender must be considered as an effective factor in giving healthcare services quality. In order to improve the customer focus, it is essential to take facilities, field of study, faculties, and syllabus into consideration.

Midwifery and nursing students' communication skills and life orientation: correlation with stress coping approaches.

PubMed

Ozdemir, Gülsün; Kaya, Hatice

2013-06-01

Methods learnt by nursing and midwifery students' such as communication skills, optimisim and coping with stress would be used in their profeesional life. It is very important to promote their positive thinking and communication skills to raise coping with stress. This cross sectional study was performed to examine the nursing and midwifery students' communication skills and optimistic life orientation and its correlation with coping strategies with stress. The study population included 2572 students who were studying in departments of nursing and midwifery in Istanbul. The sample was included 1419 students. Three questionnaires including Communication Skills Test, Life Orientation Test and Ways of Coping Inventory were used for data collection. The data were evaluated by calculating frequency, percentage, arithmetic mean, standard deviation and Pearson correlation coefficient. Students' total mean score from the Communication Skills Scale was 165.27 ± 15.39 and for the Life Orientation Test was 18.51 ± 4.54. There was a positive correlation between their Life Orientation scores and the scores for self confidence (r = 0.34, P < 0.001), optimistic approach (r = 0.42, P < 0.001), and seeking social help (r = 0.17, P < 0.001). Also there was a significant positive correlation between Communication skill scores and self confidence (r = 0.46, P < 0.001), optimistic (r = 0.37, P < 0.001) and seeking social help approaches (r = 0.29, P < 0.001), but there was a significant negative correlation between communication skill scores and scores for helpless (r = -0.29, P < 0.001) and submissive approaches (r = -0.36, P < 0.001). As scores of students in optimistic life orientation and communication skills increased self confidence approach, optimistic, and social support seeking scores increased, whereas helpless, and submissive scores decreased.

Growing Diversity in Space Weather and Climate Change Research

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Ng, C.; Marchese, P.; Austin, S.; Frost, J.; Cheung, T. D.; Robbins, I.; Carlson, B. E.; Steiner, J. C.; Tremberger, G.; Paglione, T.; Damas, C.; Howard, A.; Scalzo, F.

2013-12-01

Space Weather and Global Climate Impacts are critical items on the present national and international science agendas. Understanding and forecasting solar activity is increasingly important for manned space flight, unmanned missions (including communications satellites, satellites that monitor the space and earth environment), and regional power grids. The ability to predict the effects of forcings and feedback mechanisms on global and local climate is critical to survival of the inhabitants of planet Earth. It is therefore important to motivate students to continue their studies via advanced degrees and pursue careers related to these areas. This CUNY-based initiative, supported by NASA and NSF, provided undergraduate research experience for more than 70 students in topics ranging from urban impacts of global climate change to magnetic rope structure, solar flares and CMEs. Other research topics included investigations of the ionosphere using a CubeSat, stratospheric aerosols in Jupiter's atmosphere, and ocean climate modeling. Mentors for the primarily summer research experiences included CUNY faculty, GISS and GSFC scientists. Students were recruited from CUNY colleges as well as other colleges including Spelman, Cornell, Rutgers and SUNY colleges. Fifty-eight percent of the undergraduate students were under-represented minorities and thirty-four percent were female. Many of the research teams included high school teachers and students as well as graduate students. Supporting workshops for students included data analysis and visualization tools, space weather, planetary energy balance and BalloonSats. The project is supported by NASA awards NNX10AE72G and NNX09AL77G, and NSF REU Site award 0851932.

Culturally diverse students enrolled in nursing: barriers influencing success.

PubMed

Merrill, E B

1998-01-01

Within the United States, the dominant culture is largely made up of Anglo Saxons whose values include the work ethic, thrift, success, independence, initiative, respect for others, privacy, cleanliness, youthfulness, attractive appearance, and a focus on the future (Spradley & Allender, 1996). For the last ten or more years, the number of international students enrolled in programs in health science within the U.S., including nursing, has increased more than 10% (Zikopoulos, 1990). Almost no data have been collected by schools of nursing on the difficulties they encounter while working with international students adjusting to and receiving an education in the U.S. (Colling & Liu, 1995). There are often many barriers that may influence culturally diverse and international students' success in nursing. These barriers may be environmental and located within the school of nursing or the college/university, or personal and student centered. The presence of appropriate support services on the college campus as well as within schools of nursing could enhance the success of culturally diverse students. Nursing and college/university faculty must become more aware of cultural difference in students and must use various strategies to retain these students.

Increasing students' physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial.

PubMed

Ha, Amy S; Lonsdale, Chris; Lubans, David R; Ng, Johan Y Y

2017-07-11

The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students' moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students' MVPA during school physical education. Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students' MVPA during PE lessons. Secondary outcomes include students' leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students' perceptions of the intervention. The SELF-FIT intervention has been designed to improve students' health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical education at large. The trial is registered at the Australia New Zealand Clinical Trial Registry (Trial ID: ACTRN12615000633583 ; date of registration: 18 June 2015).