Differentiated Instruction for Gifted Business Students: The Other Side of the Coin

ERIC Educational Resources Information Center

McCoy, Kathleen M.; Rader, Martha H.

2008-01-01

Despite the national, state, and local emphasis on academic progress and standards, the curricular needs of the 3 million highly talented and gifted youth in the U.S. generally have not been embraced as a priority. In many high schools, academically precocious students are expected to progress on their own. The Individuals with Disabilities…

Scales of Progress

ERIC Educational Resources Information Center

Jung, Lee Ann

2018-01-01

What is Goal Attainment Scaling? In this article, Lee Ann Jung defines it as a way to measure a student's progress toward an individualized goal. Instead of measuring a skill at a set time (for instance, on a test or other assignment), Goal Attainment Scaling tracks the steps a student takes over the course of a year in a targeted skill. Together,…

Test Review: Mather, N., Hammill, D. D., Allen, E. A., & Roberts, R. (2004). "Test of Silent Word Reading Fluency." Austin, TX: PRO-ED

ERIC Educational Resources Information Center

Williams, Ashley; Bell, Sherry Mee

2005-01-01

With the recently passed Individuals with Disabilities Education Act (2004), federal law encourages monitoring student progress and gauging responsiveness to instruction. The Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004) is a group-administered test that holds promise for monitoring student progress.…

Research, Development and Validation of the Daily Demand Computer Schedule 360/50. Final Report.

ERIC Educational Resources Information Center

Ovard, Glen F.; Rowley, Vernon C.

A study was designed to further the research, development and validation of the Daily Demand Computer Schedule (DDCS), a system by which students can be rescheduled daily for facilitating their individual continuous progress through the curriculum. It will allow teachers to regroup students as needed based upon that progress, and will make time a…

Individualized Instruction, Discipline, and Behavior Modification in an Alternative School Environment.

ERIC Educational Resources Information Center

Womack, Sid T.

Withdrawn and disruptive students can make progress in an alternative school where they receive individualized instruction and attention with a system of earned credits and fines. The student body in an alternative school may be hetereogeneous, ranging from the borderline mentally retarded and learning disabled to the emotionally disturbed. Their…

Lathe Operator. Coordinator's Guide. Individualized Study Guide. General Metal Trades.

ERIC Educational Resources Information Center

East Texas State Univ., Commerce. Occupational Curriculum Lab.

This guide provides information to enable coordinators to direct learning activities for students using an individualized study guide on operating a lathe. The study material is designed for students enrolled in cooperative part-time training and employed, or desiring to be employed, as lathe operators. Contents include a sample progress chart,…

Social Adjustment of At-Risk Technology Education Students

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Moye, Johnny J.

2013-01-01

Individual technology education students' subgroup dynamic informs progressions of research while apprising technology teacher educators and classroom technology education teachers of intricate differences between students. Recognition of these differences help educators realize that classroom structure, instruction, and activities must be…

Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?

ERIC Educational Resources Information Center

Jaafar, Reem

2015-01-01

Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A…

Modeling Student Cognition in Digital and Nondigital Assessment Environments

ERIC Educational Resources Information Center

DiCerbo, Kristen E.; Xu, Yuning; Levy, Roy; Lai, Emily; Holland, Laura

2017-01-01

Inferences about student knowledge, skills, and attributes based on digital activity still largely come from whether students ultimately get a correct result or not. However, the ability to collect activity stream data as individuals interact with digital environments provides information about students' processes as they progress through learning…

Examining Progress across Time with Practical Assessments in Ensemble Settings

ERIC Educational Resources Information Center

Crochet, Lorrie S.; Green, Susan K.

2012-01-01

This article provides the rationale for effective music assessment that tracks individual progress across time and offers examples to illustrate assessment of a range of music-learning goals. Gauging progress across time helps students become more mastery-oriented, while showing more effort and positive attitudes. As instruction and assessment…

State Education Agencies, Information Systems, and the Expansion of State Power in the Era of Test-Based Accountability

ERIC Educational Resources Information Center

Anagnostopoulos, Dorothea; Rutledge, Stacey; Bali, Valentina

2013-01-01

This article examines how SEAs in three states designed, installed, and operated statewide, longitudinal student information systems (SLSIS). SLSIS track individual students' progress in K-12 schools, college, and beyond and link it to individual schools and teachers. They are key components of the information infrastructure of test-based…

Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students

ERIC Educational Resources Information Center

Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

2011-01-01

Students with disabilities participate in two major measurement systems. The Individuals with Disabilities Education Act emphasizes working within a Response to Intervention (RTI) framework to identify and monitor the progress of low-performing students. Persistent low-performing students also may be eligible for some form of an alternate…

Dental Charting. Learning Activities, Unit Tests, Progress Chart, and Work Sheet.

ERIC Educational Resources Information Center

Texas Univ., Austin. Center for Occupational Curriculum Development.

These materials are part of a series dealing with skills and information needed by students in dental assisting. The individualized student materials are suitable for classroom, laboratory, or cooperative training programs. These student materials, designed to be used with the Dental Charting Student Manual, consist of learning activities, unit…

Measures of Student Growth

ERIC Educational Resources Information Center

Texas Education Agency, 2016

2016-01-01

Beginning in the 2017-2018 school year, appraisal systems in Texas, whether the state-recommended system or a locally developed system, will need to include a measure of student growth at the individual teacher level. Student growth measures how much a student progresses academically during his or her time with a particular teacher. It takes into…

Progress Check Module; Basic Electricity and Electronics Individualized Learning System. Progress Check Booklet.

ERIC Educational Resources Information Center

Bureau of Naval Personnel, Washington, DC.

The Progress Check Booklet is designed to be used by the student working in the programed course to determine if he has mastered the concepts in the course booklets on: electrical current; voltage; resistance; measuring current and voltage in series circuits; relationships of current, voltage, and resistance; parellel circuits; combination…

THE ORGANIZATION OF A COURSE FOR INDIVIDUAL PROGRESS AT THEODORE HIGH SCHOOL--SYSTEM ANALYSIS AND SIMULATION.

ERIC Educational Resources Information Center

BRATTEN, JACK E.

THE BIOLOGY COURSE OF THEODORE HIGH SCHOOL AT THEODORE, ALABAMA, WAS STUDIED AS A SYSTEM FOR "PROCESSING" STUDENTS AND WAS SIMULATED ON A COMPUTER. AN EXPERIMENTAL VERSION OF THE COURSE WAS SIMULATED AND COMPARED WITH THE ACTUAL COURSE. THE PURPOSES OF THIS STUDY WERE (1) TO EXAMINE THE CONCEPT OF INDIVIDUAL PROGRESS AS IT RELATED TO THE…

Aligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning

ERIC Educational Resources Information Center

Barth-Cohen, Lauren A.; Wittmann, Michael C.

2017-01-01

This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory,…

Adaptive Instruction: Building on Diversity.

ERIC Educational Resources Information Center

Wang, Margaret C.

1980-01-01

The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self-management skills, organizational supports, and family involvement into an effective educational program. (JN)

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

PubMed Central

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

2017-01-01

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

What Story Does the Work Tell? A Resource of Curricular Units, Student Work and Commentary by Philadelphia Teachers.

ERIC Educational Resources Information Center

Cantrill, Christina, Comp.; Glass, Don, Comp.; Sparks, Andrew, Comp.

This document is a tool to help teachers look at student work as a means to assess individual student progress. It contains work samples, accompanying commentaries, and assessment tools which originate from students and teachers in Philadelphia public schools who participated in the Philadelphia Education Fund's Small Learning Community…

EVALUATION OF AN INDIVIDUALLY PACED COURSE FOR AIRBORNE RADIO CODE OPERATORS. FINAL REPORT.

ERIC Educational Resources Information Center

BALDWIN, ROBERT O.; JOHNSON, KIRK A.

IN THIS STUDY COMPARISONS WERE MADE BETWEEN AN INDIVIDUALLY PACED VERSION OF THE AIRBORNE RADIO CODE OPERATOR (ARCO) COURSE AND TWO VERSIONS OF THE COURSE IN WHICH THE STUDENTS PROGRESSED AT A FIXED PACE. THE ARCO COURSE IS A CLASS C SCHOOL IN WHICH THE STUDENT LEARNS TO SEND AND RECEIVE MILITARY MESSAGES USING THE INTERNATIONAL MORSE CODE. THE…

Layers of reading intervention in kindergarten through third grade: changes in teaching and student outcomes.

PubMed

O'Connor, Rollanda E; Fulmer, Deborah; Harty, Kristin R; Bell, Kathryn M

2005-01-01

In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.

Behavioral Intervention Plans: Pedagogical and Legal Analysis of Issues

ERIC Educational Resources Information Center

Etscheidt, Susan

2006-01-01

Both law and pedagogy require that educators address behavior interfering with educational progress for students with disabilities. The reauthorized Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and its predecessor, the Individuals with Disabilities Education Act (IDEA, 1997a), require individualized education program (IEP)…

Data Stewardship: Managing Personally Identifiable Information in Electronic Student Education Records. SLDS Technical Brief 2. NCES 2011-602

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

The growth of electronic student data in America's education system has focused attention on the ways these data are collected, processed, stored, and used. The use of records in Statewide Longitudinal Data Systems to follow the progress of individual students over time requires maintaining student education records that include information that…

Aviation--An Individualized Approach

ERIC Educational Resources Information Center

Seeds, Fred F.

1974-01-01

Describes an individualized aviation course for high school seniors. The course, broken down into Learner Education Guides with students progressing at their own learning rates, consists of the history of aviation, career opportunities, the space program, basic aeronautics, navigation, meteorology, Federal Aviation Administration regulations and…

Formal appraisal of undergraduate medical students: is it worth the effort?

PubMed

Murdoch-Eaton, Deborah G; Levene, Malcolm I

2004-02-01

Medical student stress is most often related to difficulties of adjusting to university academic standards, and work-social life balance. Faculty systems identify academically failing students for counselling, whilst the majority of students do not have opportunities for individual discussion about progress. This study reports a pilot formal appraisal process for first-year undergraduates. Preparatory material required students to reflect on their academic performance, factors contributing to their university life and satisfaction with career choice. Individual appraisal sessions were held with trained, experienced senior faculty staff, with completion of an appraisal record to document agreed outcomes. Individualized study skills advice was the commonest documented outcome on appraisal records. Students were overwhelmingly positive about the experience, reporting both enhanced perceptions of faculty and reduced anxiety about academic performance. Medical schools have responsibilities to consider ways to optimize students' performance; attainment can be related more to personal and motivational factors than academic ability.

Effectiveness of Online Advising on Honors Student Retention and Engagement

ERIC Educational Resources Information Center

VanDieren, Monica

2016-01-01

Academic advising is an important component of a student's education, and more often universities are turning to technology to aid in this task. This paper presents a case study of an online advising system that complements a university degree audit system by providing honors students and advisors up-to-date details on individual progress towards…

I CAN Learn®. [Secondary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

I CAN Learn®. [Primary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to 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…

Developing the OBTL Curriculum with Blended Learning to Enhance Student Learning Effectiveness in the Undergraduate ECE Program

ERIC Educational Resources Information Center

Leung, Chi-hung

2012-01-01

Background: The project included continuous assessment, group presentation, self-learning, and individual assignment to assess students' learning outcomes. A self-learning system was set up as e-learning for students to monitor their learning progress during the semester, including two online exercises and a checklist of learning outcomes. The…

School Progress Report 2012. Montgomery County Public Schools

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2013

2013-01-01

The 2012 School Progress Report for Montgomery County Public Schools (MCPS) provides state, county, and individual school performance data, as well as information on student attendance, high school graduation rates, and the professional qualifications of teachers at the state, district, and school levels. Montgomery County primary schools are…

School Progress Report 2013. Montgomery County Public Schools

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2014

2014-01-01

The 2013 School Progress Report for Montgomery County Public Schools (MCPS) provides state, county, and individual school performance data, as well as information on student attendance, high school graduation rates, and the professional qualifications of teachers at the state, district, and school levels for the 2012-2013 school year. Montgomery…

Measuring Performance: Teacher-Made Tests.

ERIC Educational Resources Information Center

Haladyna, Tom

Among the new testing developments are the use of objectives or goals in instruction, competency based approaches to instruction, criterion referenced testing, and performance oriented testing. These new approaches often emphasize individualized learning; each student's progress is individually monitored by comparison with clear statements of what…

Student Outcomes of School-Based Physical Therapy as Measured by Goal Attainment Scaling.

PubMed

Chiarello, Lisa A; Effgen, Susan K; Jeffries, Lynn; McCoy, Sarah Westcott; Bush, Heather

2016-01-01

The main purposes were to describe individualized outcomes of students receiving school-based physical therapy and determine if goal attainment differed by gross motor ability and age. One hundred nine physical therapists and 296 students participated. At the beginning of the school year, therapists translated students' Individualized Education Program goals into subgoals using Goal Attainment Scaling and determined students' Gross Motor Functional Classification System level. Researchers categorized goals (posture/mobility, recreation/fitness, self-care, or academics), and therapists identified students' primary goal. At the end of the school year, therapists scored the goals. Descriptive statistics and 2-way analyses of variance were conducted. Students exceeded their expected goal level for primary goals and goals categorized as posture/mobility, recreation/fitness, and self-care and made progress on academic goals. No differences were found by gross motor ability. Younger students had higher goal attainment for primary and recreation goals. Students achieve individualized outcomes addressed by school-based physical therapy.

Accelerated Math[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2011

2011-01-01

"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates…

Student Flows through Australian TAFE Courses.

ERIC Educational Resources Information Center

Foyster, John; Fai, Hon Kok; Shah, Chandra

The outcomes achieved by individuals who were enrolled in Australian technical and further education (TAFE) institutes were examined by analyzing national data collected by Australia's National Centre for Vocational Education Research for 1994-1996. The study focused solely on the progress of TAFE-institute-based students and excluded all…

Predictors of Cigarette Smoking Progression Among a School-Based Sample of Adolescents in Irbid, Jordan: A Longitudinal Study (2008–2011)

PubMed Central

Mzayek, Fawaz; Madhivanan, Purnima; Khader, Yousuf; Maziak, Wasim

2016-01-01

Introduction: Little evidence regarding longitudinal predictors of cigarette smoking progression is available from developing countries. This study aimed to identify gender-specific individual and social predictors of cigarette smoking progression among a school-based sample of adolescents in Irbid, Jordan. Methods: A total of 1781 seventh graders (participation rate 95%) were enrolled and completed an annual self-administered questionnaire from 2008 through 2011. Students who reported “ever-smoking a cigarette” at baseline or in the subsequent follow-up but not being “heavy daily smokers” (>10 cigarettes per day) were eligible for this analysis (N = 669). Grouped-time survival analyses were used to identify predictors of cigarette smoking progression in boys and girls. Results: Among the study sample, 38.3% of students increased the frequency and /or amount of cigarette smoking during the 3 years of follow-up. Among individual factors, the urge to smoke in the morning predicted smoking progression for boys and girls. The independent predictors of cigarette smoking progression were friends’ smoking and attending public schools in boys, and siblings’ smoking in girls. Discussing the dangers of smoking with family members was protective for girls. Conclusion: Boys and girls progressed similarly in cigarette smoking once they initiated the habit. Progression among girls was solely family-related, while it was peer-related for boys. PMID:25957340

Effectiveness of Group Supervision versus Combined Group and Individual Supervision.

ERIC Educational Resources Information Center

Ray, Dee; Altekruse, Michael

2000-01-01

Investigates the effectiveness of different types of supervision (large group, small group, combined group, individual supervision) with counseling students (N=64). Analyses revealed that all supervision formats resulted in similar progress in counselor effectiveness and counselor development. Participants voiced a preference for individual…

Toward Competency. A Guide for Individualized Instruction. Student Edition. Revised.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Special Education Section.

The second part of a two-part publication, this material is designed to be used as a curriculum guide and progress record for the special education student who is unable to benefit fully from the regular school program. It presents goals and subgoals for students in six curriculum areas in grades one through twelve. The basic skills chapter…

Primary-Grade Students' Knowledge and Thinking about Food Production and the Origins of Common Foods

ERIC Educational Resources Information Center

Brophy, Jere; Alleman, Janet; O'Mahony, Carolyn

2003-01-01

Individual interviews were conducted with 96 K-3 students, stratified according to grade level, achievement level, and gender. The students were asked to explain land-to-hand progressions involved in bringing several common foods to our tables, identify products derived from common farm animals, explain why a pound of cereal costs more than a…

Promising Reforms in Developmental Education. Looking Forward

ERIC Educational Resources Information Center

MDRC, 2017

2017-01-01

The United States must raise the graduation rates of community college students if it is to increase economic opportunity for individuals and improve the competitiveness of its workforce. Yet too many students arrive on campus academically underprepared and get placed into developmental (or remedial) courses where they fail to progress. For this…

What Principals Should Know about Building and Maintaining Teams

ERIC Educational Resources Information Center

Turk, Randall L.; Wolff, Krista; Waterbury, Christopher; Zumalt, Jon

2002-01-01

A field study conducted by 8 students and a faculty supervisor of a principal preparation program determined that individual and team reflection resulted in shared learning from team training and ongoing team activities. An industrial concept known as value-chain teams has implications for monitoring student progress from kindergarten through…

Short Answers to Deep Questions: Supporting Teachers in Large-Class Settings

ERIC Educational Resources Information Center

McDonald, J.; Bird, R. J.; Zouaq, A.; Moskal, A. C. M.

2017-01-01

In large class settings, individualized student-teacher interaction is difficult. However, teaching interactions (e.g., formative feedback) are central to encouraging deep approaches to learning. While there has been progress in automatic short-answer grading, analysing student responses to support formative feedback at scale is arguably some way…

38 CFR 21.7153 - Progress and conduct.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... institution in which he or she is enrolled. If the individual will be no longer retained as a student or will not be readmitted as a student by the educational institution in which he or she is enrolled, VA will...

38 CFR 21.7153 - Progress and conduct.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... institution in which he or she is enrolled. If the individual will be no longer retained as a student or will not be readmitted as a student by the educational institution in which he or she is enrolled, VA will...

38 CFR 21.7153 - Progress and conduct.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... institution in which he or she is enrolled. If the individual will be no longer retained as a student or will not be readmitted as a student by the educational institution in which he or she is enrolled, VA will...

38 CFR 21.7153 - Progress and conduct.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... institution in which he or she is enrolled. If the individual will be no longer retained as a student or will not be readmitted as a student by the educational institution in which he or she is enrolled, VA will...

78 FR 6770 - Notice of Intent To Establish an Adequate Yearly Progress Negotiated Rulemaking Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-31

... representatives of Indian tribes for the Committee from among individuals nominated by tribes whose students... the following methods: Send comments or nominations to Ms. Sue Bement, Designated Federal Officer... content standards, assessments, and a specific methodology for calculating the AYP of students (together...

Progression to Graduate School from the "Elite" Colleges and Universities.

ERIC Educational Resources Information Center

Schapiro, Morton Owen; And Others

1991-01-01

Explores whether too few students will pursue doctoral degrees by examining surveys of graduating seniors made in 1982, 1984, and 1989 at certain selective private institutions and by analyzing student and institutional characteristics. Debt does not inhibit graduate school attendance, but certain individual and institutional characteristics…

Avionics. Progress Record and Theory Outline.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational-Technical Schools.

This combination progress record and course outline is designed for use by individuals teaching a course in avionics that is intended to prepare students for employment in the field of aerospace electronics. Included among the topics addressed in the course are the following: shop practices, aircraft and the theory of flight, electron physics,…

Independent Study in High School Chemistry: A Progress Report.

ERIC Educational Resources Information Center

DeRose, James V.

This is a progress report of an independent study program in chemistry at a senior high school. Currently in its fourth year of operation, the program is designed to provide students with individualized, self-paced instruction in college-preparatory chemistry. The author discusses the rationale for the program, the initial phases, the problems…

Robust Regression for Slope Estimation in Curriculum-Based Measurement Progress Monitoring

ERIC Educational Resources Information Center

Mercer, Sterett H.; Lyons, Alina F.; Johnston, Lauren E.; Millhoff, Courtney L.

2015-01-01

Although ordinary least-squares (OLS) regression has been identified as a preferred method to calculate rates of improvement for individual students during curriculum-based measurement (CBM) progress monitoring, OLS slope estimates are sensitive to the presence of extreme values. Robust estimators have been developed that are less biased by…

Creating Smarter Classrooms: Data-Based Decision Making for Effective Classroom Management

ERIC Educational Resources Information Center

Gage, Nicholas A.; McDaniel, Sara

2012-01-01

The term "data-based decision making" (DBDM) has become pervasive in education and typically refers to the use of data to make decisions in schools, from assessment of an individual student's academic progress to whole-school reform efforts. Research suggests that special education teachers who use progress monitoring data (a DBDM…

Accounting Clerk Guide, Learner Packet--Part I. A Spec Unit for the 10th, 11th, or 12th Grade. A Career Education Unit (An Edited Developmental Draft).

ERIC Educational Resources Information Center

Foster, Brian; And Others

The learner packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. Intended to be used on an individual basis at the student's own speed, the learner packet contains vocabulary, suggested lesson time, self-check keys, and…

Bricklayer's Helper. Coordinator's Guide. Individualized Study Guide.

ERIC Educational Resources Information Center

Barnes, Bill

This individualized, competency-based study guide is designed to assist teacher-coordinators supervising cooperative education programs for bricklayer's helpers in providing students with general information for immediate reinforcement on the job and developing an understanding of the job prior to employment. A progress chart is provided to allow…

Electrician's Helper. Coordinator's Guide. Individualized Study Guide.

ERIC Educational Resources Information Center

Stotts, Danny

This guide is designed to assist teacher-coordinators supervising cooperative education programs for electrician's helpers in helping students complete a set of individualized, competency-based training activities dealing with electricity and electrical circuits and equipment. The first part of the manual includes a progress chart, a study guide…

The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study.

PubMed

Cormack, Carrie L; Jensen, Elizabeth; Durham, Catherine O; Smith, Gigi; Dumas, Bonnie

2018-05-01

The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. Cohort of advanced practice nursing students in four progressive clinical semesters. Graduate advanced practice nursing students (N = 54). Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Plumber's Helper. Coordinator's Guide. Individualized Study Guide.

ERIC Educational Resources Information Center

Traylor, Charles R.

This individualized, competency-based study guide is designed to assist teacher-coordinators supervising cooperative education programs for plumber's helpers in providing students with general information for immediate reinforcement on the job and developing an understanding of the job prior to employment. A progress chart is provided to allow the…

Forum Guide to School Courses for the Exchange of Data (SCED) Classification System. NFES 2014-802

ERIC Educational Resources Information Center

National Forum on Education Statistics, 2014

2014-01-01

An individual student's educational experience often includes multiple transitions: progressing through K12 school levels, transitioning to postsecondary education or the workforce, and sometimes changing schools. It is important for both the student and the school systems that course information be easily understood and transferrable through each…

Students' Individual Schematization Pathways--Empirical Reconstructions for the Case of Part-of-Part Determination for Fractions

ERIC Educational Resources Information Center

Glade, Matthias; Prediger, Susanne

2017-01-01

According to the design principle of progressive schematization, learning trajectories towards procedural rules can be organized as independent discoveries when the learning arrangement invites the students first to develop models for mathematical concepts and model-based informal strategies; then to explore the strategies and to discover pattern…

The Bartholomae-Elbow Debate and Conflicting Progressivisms in Composition Pedagogy

ERIC Educational Resources Information Center

Early, Robert

2013-01-01

This dissertation reads David Bartholomae's and Peter Elbow's famous debate about academic and personal writing as a debate about how best to empower students, both as individuals and as representatives of communities, according to a progressive understanding of student-empowerment. I read the debate both in terms of its historical context--as a…

The Relationship between Computer-Assisted Language Learning and Student Achievement on Language Tests

ERIC Educational Resources Information Center

Umstead, Lyubov

2013-01-01

The number of English Language Learners (ELLs) is rapidly growing. Teachers continue facing challenges in providing effective content instruction to ELLs while helping them learn English. New and improved approaches are necessary to meet the individual learning needs of this diverse group of students and help them progress academically while…

Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review

ERIC Educational Resources Information Center

Kim, Sunyoung; Yan, Min-Chi; Kulkarni, Saili S.

2017-01-01

Teachers and researchers have considered social-skill interventions to be an essential component in the development and progress of students with disabilities. However, there is still relatively limited research on these interventions for individuals from culturally and linguistically diverse (CLD) backgrounds. This literature review was conducted…

Predictors of Cigarette Smoking Progression Among a School-Based Sample of Adolescents in Irbid, Jordan: A Longitudinal Study (2008-2011).

PubMed

Jaber, Rana; Mzayek, Fawaz; Madhivanan, Purnima; Khader, Yousuf; Maziak, Wasim

2016-04-01

Little evidence regarding longitudinal predictors of cigarette smoking progression is available from developing countries. This study aimed to identify gender-specific individual and social predictors of cigarette smoking progression among a school-based sample of adolescents in Irbid, Jordan. A total of 1781 seventh graders (participation rate 95%) were enrolled and completed an annual self-administered questionnaire from 2008 through 2011. Students who reported "ever-smoking a cigarette" at baseline or in the subsequent follow-up but not being "heavy daily smokers" (>10 cigarettes per day) were eligible for this analysis (N = 669). Grouped-time survival analyses were used to identify predictors of cigarette smoking progression in boys and girls. Among the study sample, 38.3% of students increased the frequency and /or amount of cigarette smoking during the 3 years of follow-up. Among individual factors, the urge to smoke in the morning predicted smoking progression for boys and girls. The independent predictors of cigarette smoking progression were friends' smoking and attending public schools in boys, and siblings' smoking in girls. Discussing the dangers of smoking with family members was protective for girls. Boys and girls progressed similarly in cigarette smoking once they initiated the habit. Progression among girls was solely family-related, while it was peer-related for boys. © The Author 2015. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Achievement motivation and level of aspiration: adolescent Ethiopian immigrants in the Israeli education system.

PubMed

Horowitz, T R; Mosher, N

1997-01-01

This paper focuses on two questions: Are Ethiopian high school children who immigrated to Israel achievement motivated? To what extent does the presence or absence of certain components of the achievement construct in the indigenous value system of Ethiopian students affect progress at school? The study is based on pilot research conducted in Israel in 1987 for which the central research questions were: Are elements of motivation to be found in the indigenous value system of Ethiopian students? If so, what is their effect on progress at school? The research is based on a questionnaire administered to 88 Ethiopian students and 85 veteran Israeli students. The main findings of this research are: There are some elements in the socialization of Ethiopian students that can be looked upon as components of achievement motivation. These include a high level of aspiration, the ability to postpone gratification, and obedience. These elements help the Ethiopian children succeed at school. On the other hand, some elements in the socialization of Ethiopian children hinder their progress: conformity restraints on individual creativity and external locus of control.

Teacher and Student Perceptions of the Development of Learner Autonomy; A Case Study in the Biological Sciences

ERIC Educational Resources Information Center

Scott, G. W.; Furnell, J.; Murphy, C. M.; Goulder, R.

2015-01-01

Biology teachers in a UK university expressed a majority view that student learning autonomy increases with progression through university. A minority suggested that pre-existing diversity in learning autonomy was more important and that individuals not cohorts differ in their learning autonomy. They suggested that personal experience prior to…

Post-Secondary Scholarships for Students from Developing Countries: Establishing a Global Baseline

ERIC Educational Resources Information Center

Bhandari, Rajika

2017-01-01

With the goal of informing progress towards Sustainable Development Goal target 4.b which focuses on the provision of global scholarships for students from the developing world, this article analyses the current state of global data on scholarships available at the tertiary level for individuals from developing countries. In addition to assessing…

The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000

ERIC Educational Resources Information Center

Cordray, David; Pion, Georgine; Brandt, Chris; Molefe, Ayrin; Toby, Megan

2012-01-01

During the past decade, the use of standardized benchmark measures to differentiate and individualize instruction for students received renewed attention from educators. Although teachers may use their own assessments (tests, quizzes, homework, problem sets) for monitoring learning, it is challenging for them to equate performance on classroom…

Cook's Helper. DOT No. 317.687-010. Cafeteria Occupations. Coordinator's Guide. First Edition.

ERIC Educational Resources Information Center

East Texas State Univ., Commerce. Occupational Curriculum Lab.

This study guide, one of eight individualized units developed for students enrolled in cooperative part-time training and employed in a cafeteria, is composed of information about one specific occupation; this unit focuses on the duties of the cook's helper. Materials provided in this guide for coordinator use include a student progress chart; a…

Hipster Racism and Sexism in Charity Date Auctions: Individualism, Privilege Blindness and Irony in the Academy

ERIC Educational Resources Information Center

Current, Cheris Brewer; Tillotson, Emily

2018-01-01

This paper follows one small, Christian university's five-year experience with student charity date auctions. The contemporary re-emergence of date auctions represents a backlash against gender and racial progress. Student leaders believe that in a post-racial and post-sexist society, race and gender are decontextualised neutral elements of…

Kitchen Helper. DOT No. 318.687-010. Cafeteria Occupations. Coordinator's Guide. First Edition.

ERIC Educational Resources Information Center

East Texas State Univ., Commerce. Occupational Curriculum Lab.

This study guide, one of eight individualized units developed for students enrolled in cooperative part-time training and employed in a cafeteria, is composed of information about one specific occupation; this unit focuses on the duties of the kitchen helper. Materials provided in this guide for coordinator use include a student progress chart; a…

Improving Academic Outcomes for Disadvantaged Students: Scaling up Individualized Tutorials. Policy Proposal 2016-02

ERIC Educational Resources Information Center

Ander, Roseanna; Guryan, Jonathan; Ludwig, Jens

2016-01-01

Improving the educational outcomes of economically disadvantaged children is a policy priority in the United States, and yet relatively little progress has been made in recent decades. Education reforms that aim to help economically disadvantaged students often focus on improving the quality with which grade-level material is taught, or the…

Food Tabulator. DOT No. 211.582-010. Cafeteria Occupations. Coordinator's Guide. First Edition.

ERIC Educational Resources Information Center

East Texas State Univ., Commerce. Occupational Curriculum Lab.

This study guide, one of eight individualized units developed for students enrolled in cooperative part-time training and employed in a cafeteria, is composed of information about one specific occupation; this unit focuses on the duties of the food tabulator. Materials provided in this guide for coordinator use include a student progress chart; a…

Counter Attendant. DOT No. 311.677.014. Cafeteria Occupations. Coordinator's Guide. First Edition.

ERIC Educational Resources Information Center

East Texas State Univ., Commerce. Occupational Curriculum Lab.

This study guide, one of eight individualized units developed for students enrolled in cooperative part-time training and employed in a cafeteria, is composed of information about one specific occupation; this unit focuses on the duties of the counter attendant. Materials provided in this guide for coordinator use include a student progress chart;…

Students' Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is transfer possible?

NASA Astrophysics Data System (ADS)

Foong, Chan-Choong; Daniel, Esther G. S.

2013-09-01

This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study explored the transfer of argumentation skills across two socio-scientific issues in such a Form 2 (8th grade) classroom. An instructional support to complement the syllabus was utilised. The teaching approach in the instructional support was more constructivist in nature and designed to introduce argumentation skills which is uncommon in a Confucian classroom. The two socio-scientific issues were genetically modified foods and deforestation. This paper presents a part of the bigger case study that was conducted. Data collected from written arguments were analysed using an analytical framework built upon Toulmin's ideas. The whole class analysis indicated progression in students' argumentation skills in their ability to give more valid grounds and rebuttals during the transfer. The individual analysis suggests progression in the majority of students' performance, while several students demonstrated non-progression when they faced a different socio-scientific issue.

The Mesa Arizona Pupil Tracking System

NASA Technical Reports Server (NTRS)

Wright, D. L.

1973-01-01

A computer-based Pupil Tracking/Teacher Monitoring System was designed for Mesa Public Schools, Mesa, Arizona. The established objectives of the system were to: (1) facilitate the economical collection and storage of student performance data necessary to objectively evaluate the relative effectiveness of teachers, instructional methods, materials, and applied concepts; and (2) identify, on a daily basis, those students requiring special attention in specific subject areas. The system encompasses computer hardware/software and integrated curricula progression/administration devices. It provides daily evaluation and monitoring of performance as students progress at class or individualized rates. In the process, it notifies the student and collects information necessary to validate or invalidate subject presentation devices, methods, materials, and measurement devices in terms of direct benefit to the students. The system utilizes a small-scale computer (e.g., IBM 1130) to assure low-cost replicability, and may be used for many subjects of instruction.

Learning in the tutorial group: a balance between individual freedom and institutional control.

PubMed

McAllister, Anita; Aanstoot, Janna; Hammarström, Inger Lundeborg; Samuelsson, Christina; Johannesson, Eva; Sandström, Karin; Berglind, Ulrika

2014-01-01

The study investigates factors in problem-based learning tutorial groups which promote or inhibit learning. The informants were tutors and students from speech-language pathology and physiotherapy programmes. Semi-structured focus-group interviews and individual interviews were used. Results revealed three themes: Responsibility. Time and Support. Under responsibility, the delicate balance between individual and institutional responsibility and control was shown. Time included short and long-term perspectives on learning. Under support, supporting documents, activities and personnel resources were mentioned. In summary, an increased control by the program and tutors decreases student's motivation to assume responsibility for learning. Support in tutorial groups needs to adapt to student progression and to be well aligned to tutorial work to have the intended effect. A lifelong learning perspective may help students develop a meta-awareness regarding learning that could make tutorial work more meaningful.

Nursing students' understanding and enactment of resilience: a grounded theory study.

PubMed

Reyes, Andrew Thomas; Andrusyszyn, Mary-Anne; Iwasiw, Carroll; Forchuk, Cheryl; Babenko-Mould, Yolanda

2015-11-01

The aim of this study was to explore nursing students' understanding and enactment of resilience. Stress is considered to be a major factor affecting the health, well-being and academic performance of nursing students. Resilience has been extensively researched as a process that allows individuals to successfully adapt to adversity and develop positive outcomes as a result. However, relatively little is known about the resilience of nursing students. A constructivist, grounded theory qualitative design was used for this study. In-depth individual interviews were conducted with 38 nursing students enrolled in a four-year, integrated baccalaureate nursing degree programme at a university in Ontario, Canada. Face-to-face interviews were conducted from January to April 2012 using a semi-structured interview guide. The basic social process of 'pushing through' emerged as nursing students' understanding and enactment of resilience. Participants employed this process to withstand challenges in their academic lives. This process was comprised of three main phases: 'stepping into', 'staying the course' and 'acknowledging'. 'Pushing through' also included a transient 'disengaging' process where students were temporarily unable to push through their adversities. The process of 'pushing through' was based on a progressive trajectory, which implied that nursing students enacted the process to make progress in their academic lives and to attain goals. Study findings provide important evidence for understanding the phenomenon of resilience as a dynamic, contextual process that can be learnt and developed, rather than a static trait or personality characteristic. © 2015 John Wiley & Sons Ltd.

Career and Technical Education and Academic Progress at the End of High School: Evidence from the Education Longitudinal Study of 2002

ERIC Educational Resources Information Center

Bozick, Robert; Dalton, Ben

2013-01-01

This report examines the role of career and technical education (CTE) for assessing students in learning mathematics and preventing students from dropping out of high school. CTE is a wide field of educational practice that includes occupational training and career preparation offered in formats ranging from individual courses to comprehensive…

Learning to Listen and Listening to Learn: One Student's Experience of Small Group Collaborative Learning

ERIC Educational Resources Information Center

Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne

2012-01-01

The dialogic nature of small group collaborative learning requires verbal contributions from students to progress individual and group learning. Speaking can become privileged over listening as a collaborative act, and an imbalance in these values can become embedded in the classroom culture to the degree that the core value of listening can be…

State Growth Models for School Accountability: Progress on Development and Reporting Measures of Student Growth

ERIC Educational Resources Information Center

Blank, Rolf K.

2010-01-01

The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a…

The Perceived Effectiveness of Brief Therapy at a University Counseling Center: The Relationship among Working Alliance, Readiness to Change, and Client Symptom Severity

ERIC Educational Resources Information Center

Mahon, Megan M.

2009-01-01

A sample of university counseling center students was investigated to determine whether student clients who attended short term individual counseling at a university counseling center show progress as evidenced by perceived client and counselor outcomes, and to explore how client motivation to change and working alliance affected counseling…

Do I Really Teach for America? Reflections of a Teach for America Teacher

ERIC Educational Resources Information Center

Diamond, Alex

2010-01-01

If one knows what to look for, it is not hard to spot a Teach for America (TFA) classroom. Typically, on one wall, a "Big Goal" poster proclaims the class objective: "Students will, on average, achieve 80 percent of their learning goals based on state standards." On another, tracking charts show the progress of individual students toward meeting…

Self-report measures of executive functioning are a determinant of academic performance in first-year students at a university of applied sciences

PubMed Central

Baars, Maria A. E.; Nije Bijvank, Marije; Tonnaer, Geertje H.; Jolles, Jelle

2015-01-01

Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17–20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control, planning, and self-control/self-monitoring can be expected to have a problem in study planning and study progress monitoring and hence study progress. The findings imply that interventions directed at the training of these (executive) functions should be developed and used in higher education in order to improve academic achievement, learning attitude, and motivation. PMID:26300823

Self-report measures of executive functioning are a determinant of academic performance in first-year students at a university of applied sciences.

PubMed

Baars, Maria A E; Nije Bijvank, Marije; Tonnaer, Geertje H; Jolles, Jelle

2015-01-01

Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17-20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control, planning, and self-control/self-monitoring can be expected to have a problem in study planning and study progress monitoring and hence study progress. The findings imply that interventions directed at the training of these (executive) functions should be developed and used in higher education in order to improve academic achievement, learning attitude, and motivation.

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

PubMed

Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

2016-03-20

This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

It's Not Only English: Effects of Other Individual Factors on English Language Learning and Academic Learning of ESL International Students in Australia

ERIC Educational Resources Information Center

Phakiti, Aek; Hirsh, David; Woodrow, Lindy

2013-01-01

Geographic mobility and favourable educational policies have resulted in a rapid expansion in international education in recent decades. International education not only provides significant economic benefits and intellectual progression at the national level but also equips individuals with a good understanding of the educational, linguistic,…

Serving the Nation's Students with Disabilities: Progress and Prospects. A Report to the President and the Congress of the United States.

ERIC Educational Resources Information Center

National Council on Disability, Washington, DC.

This study was commissioned to determine how the Individuals with Disabilities Education Act is working, what outcomes children and youth with disabilities are achieving, and how the system can be improved in the context of current education reform initiatives. Key policy themes addressed include individualized education programs, least…

A Look at Funding for Students with Disabilities. The Progress of Education Reform. Volume 16, Number 1

ERIC Educational Resources Information Center

Griffith, Michael

2015-01-01

This year is the 40th anniversary of the passage of Public Law 94-142--most commonly known as the federal Individuals with Disabilities Education Act (IDEA). The law not only changed the way that students with disabilities are educated in this country, it also fundamentally changed the way that states fund their K-12 education programs. This ECS…

Distance Learning in Low Population Density Regions. A Report from the High School Teching Practice

ERIC Educational Resources Information Center

Daichendt, Horst; Magdas, Ioana

2009-01-01

The most of the long distance courses are mainly based on two or three face to face meetings and printed courses or courses available on the online course web site. In this case the individual students study has attached an important amount of time. Usually the students do not receive a feed-back of their progress and do not receive answers to…

Assessment of microbiology students' progress with an audience response system.

PubMed

Chaudhry, M Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

A Digital Approach to Learning Petrology

NASA Astrophysics Data System (ADS)

Reid, M. R.

2011-12-01

In the undergraduate igneous and metamorphic petrology course at Northern Arizona University, we are employing petrographic microscopes equipped with relatively inexpensive ( $200) digital cameras that are linked to pen-tablet computers. The camera-tablet systems can assist student learning in a variety of ways. Images provided by the tablet computers can be used for helping students filter the visually complex specimens they examine. Instructors and students can simultaneously view the same petrographic features captured by the cameras and exchange information about them by pointing to salient features using the tablet pen. These images can become part of a virtual mineral/rock/texture portfolio tailored to individual student's needs. Captured digital illustrations can be annotated with digital ink or computer graphics tools; this activity emulates essential features of more traditional line drawings (visualizing an appropriate feature and selecting a representative image of it, internalizing the feature through studying and annotating it) while minimizing the frustration that many students feel about drawing. In these ways, we aim to help a student progress more efficiently from novice to expert. A number of our petrology laboratory exercises involve use of the camera-tablet systems for collaborative learning. Observational responsibilities are distributed among individual members of teams in order to increase interdependence and accountability, and to encourage efficiency. Annotated digital images are used to share students' findings and arrive at an understanding of an entire rock suite. This interdependence increases the individual's sense of responsibility for their work, and reporting out encourages students to practice use of technical vocabulary and to defend their observations. Pre- and post-course student interest in the camera-tablet systems has been assessed. In a post-course survey, the majority of students reported that, if available, they would use camera-tablet systems to capture microscope images (77%) and to make notes on images (71%). An informal focus group recommended introducing the cameras as soon as possible and having them available for making personal mineralogy/petrology portfolios. Because the stakes are perceived as high, use of the camera-tablet systems for peer-peer learning has been progressively modified to bolster student confidence in their collaborative efforts.

EdREC: Design and Development of Adaptive Platform for Scaling-up Flipped Mastery Learning

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

Gautam, Thakur

EdREC is an adaptive learning and management platform designed to enhance the adoption of differential classroom and mastery flipped learning in K-12 school system. The platform is an innovative approach to teaching and learning that addresses education needs of each student separately by providing customized education plans and adaptive learning methodologies that tunes to the students abilities as well as giving students freedom to learn in their own way. On one side, EdREC provides innovative ways to help students learn; on the other side, it reduces educators' workload and empowers them to understand their students better. EdREC comes with amore » state-of-the-art computer algorithm package that enables educators to store and retrieve their students' information and augment their abilities to individualize student attention, get real-time feedback about student education progress, and provide corrective actions. The platform provides approaches to design and develop a differential classroom concept that frees much needed time by the teachers to focus more on the students at the individual level and to increase communication and collaboration opportunities among them.« less

Classroom interactions: exploring the practices of high- and low-expectation teachers.

PubMed

Rubie-Davies, Christine M

2007-06-01

Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

The Total Quality Classroom.

ERIC Educational Resources Information Center

Bonstingl, John Jay

1992-01-01

Deming's quality-focused principles contradict Taylor's top-down, authoritarian industrial model. Deming advises educators to fix the system instead of blaming individual teachers for student apathy and low achievement. In the new paradigm, education will be a process that encourages continual progress through improving one's abilities, expanding…

Apprentice Still Photographic Specialist (AFSC 23132).

ERIC Educational Resources Information Center

Air Univ., Gunter AFS, Ala. Extension Course Inst.

This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for apprentice still photographic specialists. Covered in the individual volumes are general subjects (career ladder progression, security, photographic safety, and photographic laboratory administration); still photographic…

A schema theory analysis of students' think aloud protocols in an STS biology context

NASA Astrophysics Data System (ADS)

Quinlan, Catherine Louise

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

Exploring the experiences and coping strategies of international medical students

PubMed Central

2011-01-01

Background Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills. Methods This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia. Results Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p < 0.001) variations between student performances in multiple choice questions, short answer questions and objective structured clinical examinations (70.3%, 49.7% & 61.7% respectively), indicating existence of communication issues. Conclusions Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made. PMID:21702988

The learning environment in remediation: a review.

PubMed

Cleland, Jennifer; Cilliers, Francois; van Schalkwyk, Susan

2018-02-01

The focus of this concise article is how best to support students to achieve success at medical school. Our aim is not to provide a guide to remediating under-performance in medical students. This, in our view, implies an approach that fundamentally is about quick fixes for addressing individual student deficits, such as intensive coaching of clinical skills to help a student scrape through a resit examination. Instead, we believe that student success is not solely the result of individual factors but rather relies on a complex range of factors, including the provision of a supportive environment. We drew on our knowledge of a wide range of literature related to remediation and other medical education structures and functions. Our aim was to take a different perspective on the different dimensions of 'remediation' - the structural, curricular, ideological and individual - to consider how best to provide a supportive environment for all learners to progress towards the required outcomes. Medical students are becoming increasingly diverse and medical curricula must create learning environments that support all students to thrive. Effective remediation should not be about intensive 'teaching to test' after examination failure. Rather, both the context and the individual have a role to play in ensuring the selection, teaching, assessment and feedback practices support the learning journeys of individuals. We provide guidance for faculty member development and engaging with students to help achieve this goal. Effective remediation should not be about intensive 'teaching to test' after examination failure. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Electrician (AFSC 54250).

ERIC Educational Resources Information Center

Air Univ., Gunter AFS, Ala. Extension Course Inst.

This three-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for electricians. Covered in the individual volumes are general subjects (career progression, resource management, supervision and training, and safety and first aid); basic electricity and installation of electrical systems (basic…

Human Resource Management. Third Edition.

ERIC Educational Resources Information Center

Fisher, Cynthia D.; And Others

This book offers students, practicing managers, and human resource professionals a comprehensive, current, research-based introduction to the human resource management (HRM) function. It is organized in eight sections, logically following the progression of individuals into, through, and out of the organization. Part 1, overview and introduction,…

Intelligent Learning System using cognitive science theory and artificial intelligence methods

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

Cristensen, D.L.

1986-01-01

This dissertation is a presentation of a theoretical model of an intelligent Learning System (ILS). The approach view intelligent computer-based instruction on a curricular-level and educational-theory base, instead of the conventional instructional-only level. The ILS is divided into two components: (1) macro-level, curricular; and (2) micro-level (MAIS), instructional. The primary purpose of the ILS macro level is to establish the initial conditions of learning by considering individual difference variables within specification of the curriculum content domain. Second, the ILS macro-level will iteratively update the conditions of learning as the individual student progresses through the given curriculum. The term dynamic ismore » used to describe the expert tutor that establishes and monitors the conditions of instruction between the ILS macro level and the micro level. As the student progresses through the instruction, appropriate information is sent back continuously to the macro level to constantly improve decision making for succeeding conditions of instruction.« less

The Effects of Check-In, Check-Up, Check-Out for Students with Moderate Intellectual Disability during On- and Off-Site Vocational Training

ERIC Educational Resources Information Center

Boden, Lauren J.; Jolivette, Kristine; Alberto, Paul A.

2018-01-01

Check-in/check-out is a secondary-tier intervention within the positive behavior interventions and supports framework. Check-in/check-out pairs the use of an adult mentor with a daily progress report to help students meet individualized behavioral goals. This study adds to the research base by examining the effects of check-in, check-up, check-out…

Work Exploration At The Junior-High Level

ERIC Educational Resources Information Center

Devin, Paul

1969-01-01

The New Horizons Project provides 300 Des Moines inter-city junior high school students, who possess skills but are not making satisfactory academic progress, with work-study, extra guidance, and individual attention in an effort to increase their chance of vocational, social, civic and academic success. (Author/JG)

Metal Fabricating Specialist (AFSC 55252).

ERIC Educational Resources Information Center

Air Univ., Gunter AFS, Ala. Extension Course Inst.

This seven-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for metal fabricating specialists. Covered in the individual volumes are general subjects (career progression, management of activities and resources, shop mathematics, and characteristics of metals); sheet metal tools and equipment…

Eye-Movement Analysis Demonstrates Strategic Influences on Intelligence

ERIC Educational Resources Information Center

Vigneau, Francois; Caissie, Andre F.; Bors, Douglas A.

2006-01-01

Taking into account various models and findings pertaining to the nature of analogical reasoning, this study explored quantitative and qualitative individual differences in intelligence using latency and eye-movement data. Fifty-five university students were administered 14 selected items of the Raven's Advanced Progressive Matrices test. Results…

Developmental Trampoline Activities for Individuals with Multiple Handicapping Conditions.

ERIC Educational Resources Information Center

Thomas, Bill

1979-01-01

The use of trampoline activities with multiple handicapped students is discussed. Management considerations in safety are noted, and developmental trampoline skills are listed beginning with bouncing for stimulation. Progression to limited independence and finally independent jumping is described. The position statement of the American Alliance…

Mapping student thinking in chemical synthesis

NASA Astrophysics Data System (ADS)

Weinrich, Melissa

In order to support the development of learning progressions about central ideas and practices in different disciplines, we need detailed analyses of the implicit assumptions and reasoning strategies that guide students' thinking at different educational levels. In the particular case of chemistry, understanding how new chemical substances are produced (chemical synthesis) is of critical importance. Thus, we have used a qualitative research approach based on individual interviews with first semester general chemistry students (n = 16), second semester organic chemistry students (n = 15), advanced undergraduates (n = 9), first year graduate students (n = 15), and PhD candidates (n = 16) to better characterize diverse students' underlying cognitive elements (conceptual modes and modes of reasoning) when thinking about chemical synthesis. Our results reveal a great variability in the cognitive resources and strategies used by students with different levels of training in the discipline to make decisions, particularly at intermediate levels of expertise. The specific nature of the task had a strong influence on the conceptual sophistication and mode of reasoning that students exhibited. Nevertheless, our data analysis has allowed us to identify common modes of reasoning and assumptions that seem to guide students' thinking at different educational levels. Our results should facilitate the development of learning progressions that help improve chemistry instruction, curriculum, and assessment.

Characterizing the motivational orientation of students in higher education: a naturalistic study in three Hong Kong universities.

PubMed

Kember, David; Hong, Celina; Ho, Amber

2008-06-01

Consideration of motivation in higher education has often been drawn upon theories and research that were based upon school or workplace studies. This paper reports an open naturalistic study to better characterize the motivational orientation of students in higher education. Open semi-structured individual interviews were conducted with 36 students from three universities in Hong Kong. The analysis used an exploratory grounded theory approach. Motivation was characterized as a framework with six continua with positive and negative poles. On enrolment, students had positions on the six facets of motivation, which shifted as they progressed through their degree, according to perceptions of their teaching and learning environment. The positive poles of the six continua were given labels: compliance, individual goal setting, interest, career, sense of belonging and university lifestyle. The formulation of motivational orientation is consistent with contemporary social cognitive theories of motivation in that it has been characterized as a multifaceted phenomenon, with students expressing context-dependent multiple motives.

NASA-UVA light aerospace alloy and structures technology program

NASA Technical Reports Server (NTRS)

Gangloff, Richard P.; Haviland, John K.; Herakovich, Carl T.; Pilkey, Walter D.; Pindera, Marek-Jerzy; Stoner, Glenn E.; Swanson, Robert E.; Thornton, Earl A.; Wawner, Franklin E., Jr.; Wert, John A.

1990-01-01

The objective of the Light Aerospace Alloy and Structures Technology Program is to conduct interdisciplinary graduate student research on the performance of next generation, light weight aerospace alloys, composites, and associated thermal gradient structures. Individual technical objectives are established for each project. Efforts aim to produce basic understanding of material behavior, monolithic and composite alloys, processing methods, solid and mechanics analyses, measurement advances, and a pool of educated graduate students. Progress is reported for 11 areas of study.

Planned Programming Pays Dividends

ERIC Educational Resources Information Center

Geraldi, Kevin M.

2008-01-01

In this article, the author explains that before beginning to create concert programs, it is important that ensemble conductors first develop a long-term curricular plan to which each individual program will contribute. He continues that if an ensemble curriculum is devised so that students make progress over the long term, dynamic growth can take…

Odyssey Math. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

"Odyssey Math," published by CompassLearning[R], is an interactive, software-based K-8 mathematics curriculum. It includes individualized instructional and assessment tools, as well as an administrative function that allows teachers to track student performance and progress and to generate reports. Lessons employ real-world contexts in which…

Dental Assistant Specialist. (AFSC 98150).

ERIC Educational Resources Information Center

Eling, David R.

This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for dental assistant specialists. Covered in the individual volumes are an introduction to dental services (the mission and organization of medical/dental service, career ladder progressions, medical readiness/wartime training, and…

Office of Environmental Education. 1991 Progress Report.

ERIC Educational Resources Information Center

Environmental Protection Agency, Washington, DC. Office of Environmental Education.

As improvements in environmental protection become more dependent upon the activities of individual citizens, so grows the need for an environmentally literate citizenry. The stated goal of the Office of Environmental Education is to instill in students a sense of concern for, a mutual dependence upon, and an intimacy toward the natural…

Avionics Instrument Systems Specialist (AFSC 32551).

ERIC Educational Resources Information Center

Miller, Lawrence B.; Crowcroft, Robert A.

This six-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for avionics instrument systems specialists. Covered in the individual volumes are career field familiarization (career field progression and training, security, occupational safety and health, and career field reference material);…

THE ELECTRONIC CLASSROOM--A GUIDE FOR PLANNING.

ERIC Educational Resources Information Center

CROSSMAN, DAVID M.

GUIDES TO AID ADMINISTRATORS IN THE SELECTION AND INSTALLATION OF ELECTRONIC CLASSROOMS ARE PRESENTED. ADVANTAGES OF AN ELECTRONIC CLASSROOM ARE THAT A VARIETY OF MATERIALS CAN BE USED, SPEECH PATTERNS CAN BE RECORDED FOR SUBSEQUENT EVALUATION, RECORDED LESSONS CAN BE USED AGAIN AND AGAIN, PROGRESS OF INDIVIDUAL STUDENTS CAN BE MONITORED WITHOUT…

The Evaluation of English Education Policies. CEE DP 131

ERIC Educational Resources Information Center

Machin, Stephen; McNally, Sandra

2011-01-01

Educational inequalities are evident even before children start school. Some educational achievement gaps widen out as individuals progress further through the education sequence and into the labour market, especially those connected to disadvantaged students. Thus, there is a significant need for careful evaluation of educational policies that…

Directors, Deans, Doctors, Divergers: The Four Career Paths of SSAOs

ERIC Educational Resources Information Center

Biddix, J. Patrick

2013-01-01

Career paths in student affairs generally follow a conventional course: graduate degree to entry-level position, progressive responsibility until middle management, and then a decision to remain, work to advance, or change fields. Studies on factors influencing career advancement have enlightened qualitative considerations individuals face when…

Reaching beyond Democracy in Educational Policy Analysis

ERIC Educational Resources Information Center

Patel, Leigh

2016-01-01

Educational policy analyses have tended toward either the impact of policies on student achievement or the furthering of progressive ideals, regularly theorized through concepts of democracy. In this theoretical essay, I suggest that democracy has become a vehicle for cauterized projects of individualized and contingent state status rather than…

Responding to Need

ERIC Educational Resources Information Center

Arnberger, Kelly; Shoop, Robert J.

2008-01-01

Since the turn of the century, U.S. education policies have focused on accountability and student progress. Two major pieces of federal legislation--No Child Left Behind (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004)--pose several legal issues that educators must contemplate as they strive to be…

High School Students' Meta-Modeling Knowledge

NASA Astrophysics Data System (ADS)

Fortus, David; Shwartz, Yael; Rosenfeld, Sherman

2016-12-01

Modeling is a core scientific practice. This study probed the meta-modeling knowledge (MMK) of high school students who study science but had not had any explicit prior exposure to modeling as part of their formal schooling. Our goals were to (A) evaluate the degree to which MMK is dependent on content knowledge and (B) assess whether the upper levels of the modeling learning progression defined by Schwarz et al. (2009) are attainable by Israeli K-12 students. Nine Israeli high school students studying physics, chemistry, biology, or general science were interviewed individually, once using a context related to the science subject that they were learning and once using an unfamiliar context. All the interviewees displayed MMK superior to that of elementary and middle school students, despite the lack of formal instruction on the practice. Their MMK was independent of content area, but their ability to engage in the practice of modeling was content dependent. This study indicates that, given proper support, the upper levels of the learning progression described by Schwarz et al. (2009) may be attainable by K-12 science students. The value of explicitly focusing on MMK as a learning goal in science education is considered.

E-Learning Applications for Urban Modelling and Ogc Standards Using HTML5 Capabilities

NASA Astrophysics Data System (ADS)

Kaden, R.; König, G.; Malchow, C.; Kolbe, T. H.

2012-07-01

This article reports on the development of HTML5 based web-content related to urban modelling with special focus on GML and CityGML, allowing participants to access it regardless of the device platform. An essential part of the learning modules are short video lectures, supplemented by exercises and tests during the lecture to improve students' individual progress and success. The evaluation of the tests is used to guide students through the course content, depending on individual knowledge. With this approach, we provide learning applications on a wide range of devices, either mobile or desktop, fulfil the needs of just-in-time knowledge, and increase the emphasis on lifelong learning.

Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

PubMed Central

Stanger-Hall, Kathrin F.; Shockley, Floyd W.; Wilson, Rachel E.

2011-01-01

We implemented a “how to study” workshop for small groups of students (6–12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students’ reactions (based on the workshop instructors’ experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this “how to study” workshop as a study support for introductory biology (and other science) students. PMID:21633067

Situated peer coaching and unfolding cases in the fundamentals skills laboratory.

PubMed

Himes, Deborah O; Ravert, Patricia K

2012-09-03

Using unfolding case studies and situated peer coaching for the Fundamentals Skills Laboratory provides students with individualized feedback and creates a realistic clinical learning experience. A quasi-experimental design with pre- and post-intervention data was used to evaluate changes in student ratings of the course. An instrument was used to examine students' self-ratings and student comments about each lab. We found that students' ratings of the lab remained high with the new method and self-evaluations of their performance were higher as the semester progressed. Students appreciated the personalized feedback associated with peer coaching and demonstrated strong motivation and self-regulation in learning. By participating in unfolding case studies with situated peer coaching, students focus on safety issues, practice collaborative communication, and critical thinking in addition to performing psychomotor skills.

Assessment of Microbiology Students’ Progress With an Audience Response System

PubMed Central

Chaudhry, M. Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today’s classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student’s understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning. PMID:23653765

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

PubMed Central

Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

2016-01-01

Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities.

PubMed

Barlow, Alexandra; Humphrey, Neil; Lendrum, Ann; Wigelsworth, Michael; Squires, Garry

2014-11-12

In this paper we report on the implementation and impact of an integrated prevention model (Achievement for All - AfA) to improve the educational experiences and outcomes of students with disabilities. It comprises three inter-related strands: assessment, tracking and intervention; structured conversations with parents; and, developing provision for wider outcomes. Participants were 12,038 students with disabilities from 431 mainstream primary and secondary schools across 10 Local Authorities in England involved in the two-year AfA pilot. Pre- and post-test data on academic attainment in English and Maths were compared with national data on academic progress for students with and without disabilities over an equivalent period of time. School-level contextual and implementation data and student-level socio-demographic and psychosocial data were also collected. Four hypotheses were tested regarding the impact of AfA on academic attainment in English (H1) and Maths (H2); the influence of aspects of the implementation context and processes (H3); and individual differences between students (H4). Our findings are discussed in relation to the identification and validation of critical intervention components and standards for assessing the practical significance of attempts to improve outcomes for students. Copyright © 2014 Elsevier Ltd. All rights reserved.

When Less Is More in Cognitive Diagnosis: A Rapid Online Method for Diagnosing Learner Task-Specific Expertise

ERIC Educational Resources Information Center

Kalyuga, Slava

2008-01-01

Rapid cognitive diagnosis allows measuring current levels of learner domain-specific knowledge in online learning environments. Such measures are required for individualizing instructional support in real time, as students progress through a learning session. This article describes 2 experiments designed to validate a rapid online diagnostic…

Faculty Research, Publications, In-Service Activities at Northeastern Oklahoma State University.

ERIC Educational Resources Information Center

Northeastern Oklahoma State Univ., Tahlequah.

Contained in this publication of Northeastern Oklahoma State University are faculty publications and research reports; abstracts fo faculty-student research projects; a list of individual and group inservice activities and research in progress by college department and divisions; and a bibliography of published articles, books, and creative works.…

KIPP DIAMOND Academy Year Three (2004-2005) Evaluation Report

ERIC Educational Resources Information Center

Thompson, Susan; McDonald, Aaron; Sterbinsky, Allan

2005-01-01

The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by the KIPP (Knowledge Is Power Program) DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA) housed in Cypress Junior High School in Memphis, Tennessee. The school began…

Model Programs: Childhood Education. Project PLAN.

ERIC Educational Resources Information Center

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

This booklet is one of 34 in a series of programs on childhood education prepared for the White House Conference on Children. In Parkersburg, West Virginia, Project PLAN (Program for Learning in Accordance with Needs) offers an individualized instructional system designed to enable each student to progress at his own rate, using the learning…

Validating Personal Well-Being Experiences at School: A Quantitative Examination of Secondary School Students

ERIC Educational Resources Information Center

Phan, Huy P.; Ngu, Bing H.

2015-01-01

Progress in education has involved, to a large extent, a focus on individuals' well-being experiences at school (ACU and Erebus International, 2008; Fraillon, 2004). This line of inquiry has produced extensive findings, highlighting the diverse coverage and scope of this psychosocial theoretical orientation. We recently developed a theoretical…

Wisconsin System for Instructional Management: Teachers' Manual for the Unified System. Practical Paper No. 18.

ERIC Educational Resources Information Center

Bozeman, William C.; And Others

Individualized instruction including continuous progress education and team teaching requires a complexity of organizational structure dissimilar to that of traditional schools. In such systems, teachers must maintain extensive and complex student record systems. This teachers' manual provides an example of a computerized record system developed…

Quality and Utility of the Multi-Tiered Instruction Self-Efficacy Scale

ERIC Educational Resources Information Center

Barnes, Susan K.; Burchard, Melinda S.

2011-01-01

Response to Intervention (RTI) is an educational approach that integrates ongoing assessment of individual student progress with targeted instruction. Administrators and teachers in P-12 schools expressed a need for colleagues in higher education to provide training to general education pre-service and in-service teachers in selecting appropriate…

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers through Co-Design

ERIC Educational Resources Information Center

Matuk, Camillia; Gerard, Libby; Lim-Breitbart, Jonathan; Linn, Marcia

2016-01-01

Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and…

21st Century Skills: The Challenges Ahead

ERIC Educational Resources Information Center

Rotherham, Andrew J.; Willingham, Daniel

2009-01-01

The skills that students need for the 21st century are not really new, assert Rotherham and Willingham. Critical thinking, problem solving, information literacy, and global awareness have been important to human progress throughout history, at least among the elites in different societies. What is new is the extent to which individual and…

Exploring Pre-Service Training and School Counselor Interns Use of the ASCA Model Tasks

ERIC Educational Resources Information Center

Oberman, Aaron; Studer, Jeannine

2016-01-01

Activities performed by school counselor interns perform that are related to the American School Counselor Association (ASCA) National Model and Performance Standards were explored in this study. Interns were more likely to perform tasks that included individual and small group counseling, monitoring student progress, and conducting individual…

Homeless Education and Social Capital: An Examination of School and Community Leaders

ERIC Educational Resources Information Center

Miller, Peter M.

2011-01-01

Background/Context: This study contributes to the literature on the schooling of homeless and highly mobile students. Although previous work has detailed the demographics of homelessness, the effects of homelessness on academic progress, and particular legal issues in homeless education, this research focused on how individual and institutional…

Studying Teaching Methods, Strategies and Best Practices for Young Children with Special Educational Needs

ERIC Educational Resources Information Center

Tzivinikou, S.; Papoutsaki, K.

2016-01-01

Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised.…

"I Become a Part of the Learning Process": Mentoring Episodes and Individualized Attention in Graduate Education

ERIC Educational Resources Information Center

Schwartz, Harriet L.; Holloway, Elizabeth L.

2014-01-01

Meaningful interactions with faculty can help graduate students' progress successfully through their academic work, develop scholar-practitioner identity, and begin to cultivate academic relationships and relational skills that will help them succeed. These outcomes emerged from a critical incident technique study in which we interviewed 21…

From Assimilation to Anti-Racism: Changing Educational Policies in England and Wales.

ERIC Educational Resources Information Center

Watson, J. K. P.

1988-01-01

Although multicultural education has long been touted as an important educational goal in schools in England and Wales, very little has actually changed. Some individuals purporting to support anti-racist education and some governmental policies have actually undermined the little progress made toward preparing teachers and students for a…

Stages of Change in Relationship Status Questionnaire: Development and Validation

ERIC Educational Resources Information Center

Ritter, Kathrin; Handsel, Vanessa; Moore, Todd

2016-01-01

This study involved the development of the Stages of Change in Relationship Status (SOCRS) measure in 2 samples of college students. This scale is designed to measure how individuals progress through stages of change when terminating violent and nonviolent intimate relationships. Results indicated that the SOCRS is a reliable and valid tool to…

Pharmacy curriculum outcomes assessment for individual student assessment and curricular evaluation.

PubMed

Scott, Day M; Bennett, Lunawati L; Ferrill, Mary J; Brown, Daniel L

2010-12-15

The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark.

Pharmacy Curriculum Outcomes Assessment for Individual Student Assessment and Curricular Evaluation

PubMed Central

Bennett, Lunawati L.; Ferrill, Mary J.; Brown, Daniel L.

2010-01-01

The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark. PMID:21436924

A protocol for evaluating progressive levels of simulation fidelity in the development of technical skills, integrated performance and woman centred clinical assessment skills in undergraduate midwifery students

PubMed Central

2013-01-01

Background Simulation as a pedagogical approach has been used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice. However, evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity are lacking. Woman centred care is a core premise of the midwifery profession and describes the behaviours of an individual midwife who demonstrates safe and effective care of the individual woman. Woman centred care occurs when the midwife modifies the care to ensure the needs of each individual woman are respected and addressed. However, a review of the literature demonstrates an absence of a valid and reliable tool to measure the development of woman centred care behaviours. This study aims to determine which level of fidelity in simulated learning experiences provides the most effective learning outcomes in the development of woman centred clinical assessment behaviors and skills in student midwives. Methods/Design Three-arm, randomised, intervention trial. In this research we plan to: a) trial three levels of simulation fidelity - low, medium and progressive, on student midwives performing the procedure of vaginal examination; b) measure clinical assessment skills using the Global Rating Scale (GRS) and Integrated Procedural Performance Instrument (IPPI); and c) pilot the newly developed Woman Centred Care Scale (WCCS) to measure clinical behaviors related to Woman-Centredness. Discussion This project aims to enhance knowledge in relation to the appropriate levels of fidelity in simulation that yield the best educational outcomes for the development of woman centred clinical assessment in student midwives. The outcomes of this project may contribute to improved woman centred clinical assessment for student midwives, and more broadly influence decision making regarding education resource allocation for maternity simulation. PMID:23706037

Participating in Authentic Science with the Aid of Learning Progressions through Mission Earth Workshops

NASA Astrophysics Data System (ADS)

Lewis, P. M., Jr.; Taylor, J.; Harte, T.; Czajkowski, K. P.

2016-12-01

"MISSION EARTH: Fusing GLOBE with NASA Assets to Build Systemic Innovation In STEM Education" is one of the new education cooperative agreements funded by the NASA Science Mission Directorate. Students will learn how to conduct "real science" through hands-on data collection using Global Learning and Observations to Benefit the Environment (GLOBE) protocols combined with other NASA science educational materials. This project aims to work with educators spanning the full K-12 range, requiring three grade bands of learning progressions and vertical alignment among materials and resources to best meet classroom needs. From K to 12 students have vastly different abilities to conduct and learn from scientific investigations. Hand-picked NASA assets will provide appropriate exposure across the curriculum and grade bands, and we are developing unique learning progressions that bring together GLOBE protocols for data collection and learning activities, NASA data sets through MY NASA DATA for data comparison, and more. The individual materials are not limited to science, but also include all elements of STEM with literacy components added in where appropriate. This will give the students an opportunity to work on better understanding the world around them in a well-rounded way, and offer cross-subject/classroom exposure to improve student understanding. To ensure that these learning progressions can continue to be used in the classroom in the future, alignment to the Next Generation Science Standards will help frame all of the materials and products. The learning progressions will be living documents that will change based on context. After several iterations, it is our goal to produce learning progressions for grades K-12 that will allow any STEM teacher to pick up and infuse NASA and GLOBE in their classroom at any location and at any time in their school year. This presentation will share results from the first year of development for this project.

Refining a learning progression of energy

NASA Astrophysics Data System (ADS)

Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

2017-11-01

This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies - key ideas about energy and levels of conceptual development. To assess students understanding with respect to the revised learning progression, we created a specific instrument, the Energy Concept Progression Assessment (ECPA) based on previous work on assessing students' understanding of energy. After iteratively refining the instrument in two pilot studies, the ECPA was administered to a total of 4550 students (Grades 8-12) from schools in two districts in a major city in Mainland China. Rasch analysis was used to examine the validity of the revised learning progression and explore factors explaining different progressions. Our results confirm the validity of the four conceptual development levels. In addition, we found that although following a similar progression pattern, students' progression rate was significantly influenced by environmental factors such as school type. In the discussion of our findings, we address the non-linear and complex nature of students' progression in understanding energy. We conclude with illuminating our research's implication for curriculum design and energy teaching.

Effect on E-Content Learning Package in Mathematics Education for the Prospective Teachers

ERIC Educational Resources Information Center

Joan, D. R. Robert

2013-01-01

E-content learning package will progress the learning process of students in formal or informal setting. It allows us to sort out the information to analyse and make meaning for conceptualization and applications which is suitable for individual learners. The objectives of the study was to measure the effectiveness of the E-content learning…

Cook's Helper. DOT No. 317.687-010. Restaurant Occupations. Coordinator's Guide. First Edition.

ERIC Educational Resources Information Center

Hohhertz, Durwin

This coordinator's guide for a module on cook's helpers, one of seven individualized units about restaurant occupations, has been developed for students enrolled in cooperative part-time training and employed in a commercial restaurant. Included in the first part of the guide are a progress chart, suggested teaching procedures, answers to the…

In Search of Peace: Navigating through the War on Educational Equality in America

ERIC Educational Resources Information Center

Yawn, Christopher D.

2014-01-01

Across the United States, the number of blacks entering and graduating from college is at its highest level. Seemingly, progress is being made, however, probing individual students about their experiences may reveal that appearance of diversity in higher education does not translate into acceptance from the majority group. This article discusses…

Parent-Teacher Conference Communication: A Guide to Integrating Family Engagement through Simulated Conversations about Student Academic Progress

ERIC Educational Resources Information Center

Walker, Joan M. T.; Legg, Angela M.

2018-01-01

Teachers regularly communicate with families, yet few candidates are well-prepared for this professional activity. This gap can hinder family-school partnership and pupils' success. Given that candidates' opportunities to learn about family engagement (FE) depends on the decisions and values of individual teacher educators, we illustrate how FE…

The Chronopsychological Aspects of College Students' Academic Progress

ERIC Educational Resources Information Center

Barbarash, N.; Chichilenko, M.; Tarasenko, N.; Dvurechenskaia, G.; Kuvshinov, D.

2006-01-01

The idea of the human "individual year" (IY) refers to the span of time from one birthday to the next and provisionally divided into trimesters: the first trimester consisting of months one through three from the date of birth, the second consisting of months four through six, the third consisting of months seven through nine, and the…

Accounting Clerk Guide, Test Packet--Part I.

ERIC Educational Resources Information Center

Foster, Brian; And Others

The test packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The test packet contains both pretests and post-tests for lessons 1 through 12. The unit is concerned with the basic accounting theory found in the accounting…

Accounting Clerk Guide, Exercise and Worksheet Packet--Part I.

ERIC Educational Resources Information Center

Foster, Brian; And Others

The exercise and worksheet packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The exercise and worksheet packet contains a copy of every worksheet in the learner packet for lessons 1 through 11 so that the instructor can…

Kitchen Helper. DOT No. 318.687-010. Restaurant Occupations. Coordinator's Guide. First Edition.

ERIC Educational Resources Information Center

Hohhertz, Durwin

This coordinator's guide for a module on kitchen helpers, one of seven individualized units about restaurant occupations, has been developed for students enrolled in cooperative part-time training and employed in a commercial restaurant. Included in the first part of the guide are a progress chart, suggested teaching procedures, answers to the…

A Self-Regulated Learning Program for High-Ability Individuals, Using On-Line Tools

ERIC Educational Resources Information Center

Jorge, Carmen M. Hernandez; Borges del Rosal, Africa

2005-01-01

Possessing high intellectual ability is no guarantee of academic success. In fact, the relevant literature often reports problems of delays in academic progress, as well as hyperactivity and attention problems in students of high ability. It is therefore relevant to design programs which help toward attainment of academic success. In this paper we…

Brief Therapy at a University Counseling Center: Working Alliance, Readiness to Change, and Symptom Severity

ERIC Educational Resources Information Center

Mahon, Megan; Laux, John M.; Ritchie, Martin H.; Piazza, Nick J.; Tiamiyu, Mojisola F.

2015-01-01

The authors investigated whether students receiving short-term individual counseling at a university counseling center showed progress as evidenced by perceived client and counselor outcomes and the roles that client readiness to change and working alliance played in this setting. The results indicated that the counselor reports, not the client…

The Response in Response to Intervention: Evaluating the Utility of Assessing Maintenance of Intervention Effects

ERIC Educational Resources Information Center

Ardoin, Scott P.

2006-01-01

Extensive evidence exists demonstrating the utility of Curriculum-Based Measurement in reading (R-CBM) for progress-monitoring purposes; however, most studies have evaluated R-CBM from a traditional psychometric perspective, which allows for variability in individual student's data that is not a function of increased skills (i.e., measurement…

Identify in a Canadian Urban Community. A Process Report of the Brunskill Subproject. Project Canada West.

ERIC Educational Resources Information Center

Burke, M.; And Others

The purpose of this subproject is to guide students to meet and interact with individuals from the many subcultures in a community (see ED 055 011). This progress report of the second year's activities includes information on the process of curriculum development, the materials developed, evaluation, roles of supporting agencies, behavioral…

Innovation in pediatric clinical education: application of the essential competencies.

PubMed

Kenyon, Lisa K; Birkmeier, Marisa; Anderson, Deborah K; Martin, Kathy

2015-01-01

At the Section on Pediatrics Education Summit in July 2012, consensus was achieved on 5 essential core competencies (ECCs) that represent a knowledge base essential to all graduates of professional physical therapist education programs. This article offers suggestions for how clinical instructors (CIs) might use the ECCs to identify student needs and guide student learning during a pediatric clinical education experience. Pediatric CIs potentially might choose to use the ECCs as a reference tool in clinical education to help (1) organize and develop general, clinic-specific clinical education objectives, (2) develop and plan individualized student learning experiences, (3) identify student needs, and (4) show progression of student learning from beginner to intermediate to entry level. The ECCs may offer CIs insights into the role of pediatric clinical education in professional physical therapist education.

Changing Medical School IT to Support Medical Education Transformation.

PubMed

Spickard, Anderson; Ahmed, Toufeeq; Lomis, Kimberly; Johnson, Kevin; Miller, Bonnie

2016-01-01

Many medical schools are modifying curricula to reflect the rapidly evolving health care environment, but schools struggle to provide the educational informatics technology (IT) support to make the necessary changes. Often a medical school's IT support for the education mission derives from isolated work units employing separate technologies that are not interoperable. We launched a redesigned, tightly integrated, and novel IT infrastructure to support a completely revamped curriculum at the Vanderbilt School of Medicine. This system uses coordinated and interoperable technologies to support new instructional methods, capture students' effort, and manage feedback, allowing the monitoring of students' progress toward specific competency goals across settings and programs. The new undergraduate medical education program at Vanderbilt, entitled Curriculum 2.0, is a competency-based curriculum in which the ultimate goal is medical student advancement based on performance outcomes and personal goals rather than a time-based sequence of courses. IT support was essential in the creation of Curriculum 2.0. In addition to typical learning and curriculum management functions, IT was needed to capture data in the learning workflow for analysis, as well as for informing individual and programmatic success. We aligned people, processes, and technology to provide the IT infrastructure for the organizational transformation. Educational IT personnel were successfully realigned to create the new IT system. The IT infrastructure enabled monitoring of student performance within each competency domain across settings and time via personal student electronic portfolios. Students use aggregated performance data, derived in real time from the portfolio, for mentor-guided performance assessment, and for creation of individual learning goals and plans. Poorly performing students were identified earlier through online communication systems that alert the appropriate instructor or coach of low quiz grades or missed learning goals. Graphical and narrative displays of a student's competency performance across courses and clinical experiences informed high-stake decisions made about student progress by the promotions committee. Similarly, graphical display of aggregate student outcomes provided education leaders with information needed to adjust and improve the curriculum. With the alignment of people, processes, and technology, educational IT can facilitate transformational steps in the training of medical students.

Supervising undergraduate research: a collective approach utilising groupwork and peer support.

PubMed

Baker, Mary-Jane; Cluett, Elizabeth; Ireland, Lorraine; Reading, Sheila; Rourke, Susan

2014-04-01

Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this. To evaluate changing from individual dissertation supervision to group peer supervision. Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed. Group supervision did not adversely affect dissertation outcomes (p=0.85). 88% of students reported peer supervision to be helpful, with themes being 'support and sharing', and 'progress and moving forward'. Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

Students' Ideas about How and Why Chemical Reactions Happen: Mapping the conceptual landscape

NASA Astrophysics Data System (ADS)

Yan, Fan; Talanquer, Vicente

2015-12-01

Research in science education has revealed that many students struggle to understand chemical reactions. Improving teaching and learning about chemical processes demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the domain. Thus, we have carried out a qualitative study to explore students reasoning about chemical causality and mechanism. Study participants included individuals at different educational levels, from college to graduate school. We identified diverse conceptual modes expressed by students when engaged in the analysis of different types of reactions. Main findings indicate that student reasoning about chemical reactions is influenced by the nature of the process. More advanced students tended to express conceptual modes that were more normative and had more explanatory power, but major conceptual difficulties persisted in their reasoning. The results of our study are relevant to educators interested in conceptual development, learning progressions, and assessment.

Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training.

PubMed

Brydges, Ryan; Carnahan, Heather; Rose, Don; Dubrowski, Adam

2010-08-01

In this paper, we tested the over-arching hypothesis that progressive self-guided learning offers equivalent learning benefit vs. proficiency-based training while limiting the need to set proficiency standards. We have shown that self-guided learning is enhanced when students learn on simulators that progressively increase in fidelity during practice. Proficiency-based training, a current gold-standard training approach, requires achievement of a criterion score before students advance to the next learning level. Baccalaureate nursing students (n = 15/group) practised intravenous catheterization using simulators that differed in fidelity (i.e. students' perceived realism). Data were collected in 2008. Proficiency-based students advanced from low- to mid- to high-fidelity after achieving a proficiency criterion at each level. Progressive students self-guided their progression from low- to mid- to high-fidelity. Yoked control students followed an experimenter-defined progressive practice schedule. Open-ended students moved freely between the simulators. One week after practice, blinded experts evaluated students' skill transfer on a standardized patient simulation. Group differences were examined using analyses of variance. Proficiency-based students scored highest on the high-fidelity post-test (effect size = 1.22). An interaction effect showed that the Progressive and Open-ended groups maintained their performance from post-test to transfer test, whereas the Proficiency-based and Yoked control groups experienced a significant decrease (P < 0.05). Surprisingly, most Open-ended students (73%) chose the progressive practice schedule. Progressive training and proficiency-based training resulted in equivalent transfer test performance, suggesting that progressive students effectively self-guided when to transition between simulators. Students' preference for the progressive practice schedule indicates that educators should consider this sequence for simulation-based training.

An Analysis of a Computerized System for Managing Curriculum Decisions and Tracking Student Progress in a Home-Based Pre-School Education Project.

ERIC Educational Resources Information Center

Lutz, John E.; And Others

The degree of success of the computerized Child-Based Information System (CBIS) was analyzed in two areas--presenting, delivering, and managing a developmental curriculum; and recording, filing, and monitoring child tracking data, including requirements for Individualized Education Plans (IEP's). Preschool handicapped and high-risk children and…

The Determination of the Conflict Resolution Strategies of University Students that They Use when They Have Conflicts with People

ERIC Educational Resources Information Center

Dincyurek, Sibel; Civelek, Ali H.

2008-01-01

This study is performed aiming to find out the resolution strategies our youth develop for the conflicts they live through along the way to being a mature individual, "grown teenager-young-teen-adolescent", who can keep abreast of the rapid progress and improvement in technical and social areas today. (Contains 11 tables.)

What Are Teacher Attitudes toward the Response to Intervention Model as Implemented in Middle Georgia School Systems?

ERIC Educational Resources Information Center

Russ, Deborah Daniel

2012-01-01

Response to Intervention (RTI) is an initiative first outlined by the federal government in the No Child Left Behind Act (2001) and the Individuals with Disabilities Improvement Act (2004). The purpose of the model is twofold: to address the needs of struggling students with research-based interventions and regular progress monitoring and to…

Theoretically Grounded Guidelines for Assessing Learning Progress: Cognitive Changes in Ill-Structured Complex Problem-Solving Contexts

ERIC Educational Resources Information Center

Kim, Min Kyu

2012-01-01

It is generally accepted that the cognitive development for a wide range of students can be improved through adaptive instruction-learning environments optimized to suit individual needs (e.g., Cronbach, Am Psychol 12:671-684, 1957; Lee and Park, in Handbook of research for educational communications and technology, Taylor & Francis Group,…

Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes

ERIC Educational Resources Information Center

Klein-Collins, Rebecca

2010-01-01

Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom (or from non-college instructional programs), including…

Stress and the Student with Autism Spectrum Disorders: Strategies for Stress Reduction and Enhanced Learning

ERIC Educational Resources Information Center

Lytle, Rebecca; Todd, Teri

2009-01-01

Shane, who is in Ms. Jones's third-grade class, has autism. Ms. Jones has provided him with a schedule, a picture communication system, and a positive reinforcement system for his learning tasks. He is demonstrating progress toward his individualized education program (IEP) goals, but he still struggles with attending for any length of time,…

Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, and How to Address These Challenges

ERIC Educational Resources Information Center

Johnson, Evelyn; Semmelroth, Carrie Lisa

2014-01-01

There is currently little consensus on how special education teachers should be evaluated. The lack of consensus may be due to several reasons. Special education teachers work under a variety of complex conditions, with a very heterogeneous population, and support student progress toward a very individualized set of goals. In addition, special…

Students' Progression in Understanding the Matter Concept

ERIC Educational Resources Information Center

Hadenfeldt, Jan Christoph; Neumann, Knut; Bernholt, Sascha; Liu, Xiufeng; Parchmann, Ilka

2016-01-01

This study presents our attempt to elicit students' progression in understanding the matter concept. Past work has identified the big ideas about matter students need to understand, the many everyday understandings students hold about these ideas, and levels of understanding through which students progress in developing understanding of the big…

Student Progress to Graduation in New York City High Schools. Part II: Student Achievement as "Stock" and "Flow"--Reimagining Early Warning Systems for At-Risk Students

ERIC Educational Resources Information Center

Fairchild, Susan; Carrino, Gerard; Gunton, Brad; Soderquist, Chris; Hsiao, Andrew; Donohue, Beverly; Farrell, Timothy

2012-01-01

New Visions for Public Schools has leveraged student-level data to help schools identify at-risk students, designed metrics to capture student progress toward graduation, developed data tools and reports that visualize student progress at different levels of aggregation for different audiences, and implemented real-time data systems for educators.…

The effects of teaching a science topic in the Regents Living Environment course in a mini-lesson instructional environment

NASA Astrophysics Data System (ADS)

Barrows, Calder James

This study investigated the effects on high school students' understanding of studying a science topic in the Regents Living Environment course using a Mini-Lesson educational protocol. Mini-Lesson instruction is one of guided instruction, which consists primarily of three sections. First, a brief, focused section in which the teachers explicitly teach the skills and strategies that students need to know in preparation for the second part, the students engagement or workshop activity session. During this time, students work with one another, working independently, in pairs and in groups applying various skills. Students read, discuss ideas, make interpretations, investigate and talk about the focus of the lesson with peers and teacher. A variety of resources are used, including notes, textbooks, teacher handouts, and the teacher providing guidance, monitoring student work and sometimes calling brief call conferences to link ideas and explain student concerns. The third section of Mini-Lesson brings students together as a whole to integrate and share their findings. In the Mini-Lesson instructional process there is a gradual shift of the learning responsibility from the teacher to the students. In this study two sets of clinical interviews were conducted after students' participation in pre-test, and formal instruction about the cell structure and function using the Mini-Lesson instructional protocol, and post-test. Fourteen students enrolled in a regular New York State Regents living environment course and three teachers were interviewed. Three other students participated in the pilot study. The findings from the study showed that students had considerable difficulty with several areas relating to basic biology about the cell structure and function, and did not have an integrated conceptual understanding of the topic. The study revealed that Mini-Lesson instruction appeared to impact student learning and understanding as to how to communicate and share ideas. As a result there were indications of modest improvements on the post-test, improved attendance and class participation. In light of this study, a shift in instruction is called for to meet the needs of the growing diverse populations of students. A balanced and comprehensive approach to assess student progress should be designed and implemented. This should include diagnostic feedback concerning students' readiness levels and related interventions to maximize individual students' progress towards achieving the goals of the Regents Living Environment course. Finally, the study recommends the establishment of a classroom community where shared goals are met by individuals and teams engaged and working together to capitalize on the talents and strengths of every member of the learning community.

Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes. Executive Summary

ERIC Educational Resources Information Center

Council for Adult and Experiential Learning (NJ1), 2010

2010-01-01

Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom, including employment, military training/service, travel,…

Tracking Student Progression through the Core Curriculum. CCRC Analytics

ERIC Educational Resources Information Center

Hodara, Michelle; Rodriguez, Olga

2013-01-01

This report demonstrates useful methods for examining student progression through the core curriculum. The authors carry out analyses at two colleges in two different states, illustrating students' overall progression through the core curriculum and the relationship of this "core" progression to their college outcomes. By means of this analysis,…

What Is Scientifically-Based Research on Progress Monitoring?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Fuchs, Douglas

2001-01-01

When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring…

5.3 Global challenges in research and strategic planning.

PubMed

Baum, Bruce J; Scott, John; Bickel, Matthias; Gombos, Giorgio; Greenspan, John S; Guo, Wei; Park, No-Hee; Purdell-Lewis, David; Ranney, Richard; Schwarz, Eli; Seymour, Greg; Uoshima, Katsumi

2002-01-01

Health sciences research is experiencing dramatic progress. How can dental schools throughout the world best make these research advances relevant for dental students, as well as providing them with the means to assess and utilize the research advances that will occur in the future? This complex question presents a critical challenge to the dental educational community. Research is clearly integral to the mission of dental education. By providing dental students with active learning strategies, dental educators can inculcate the ability for independent scientific thinking and thereby develop reflective as well as technically competent practitioners. However, there is a shortage of well-trained individuals to fill faculty and research positions in certain parts of the world. Global networks for mutual information exchange are imperative to overcome resource limitations in individual institutions, as is dedicated funding for research in the dental educational setting.

Assessing Student Academic and Social Progress.

ERIC Educational Resources Information Center

Baird, Leonard L., Ed.

Assessment of student progress in community colleges is necessary for several reasons; among them are accountability to the public, improvement of decision-making for both students and educators, and planning and evaluation of curricula. This sourcebook focuses on various types of student progress--vocational, social, academic, transfer--and on…

Vocal training in an anthropometrical aspect.

PubMed

Wyganowska-Świątkowska, Marzena; Kowalkowska, Iwona; Flicińska-Pamfil, Grażyna; Dąbrowski, Mikołaj; Kopczyński, Przemysław; Wiskirska-Woźnica, Bożena

2017-12-01

As shown in our previous paper, the dimensions of the cerebral parts of the cranium and face of the vocal students were higher than those of the non-singing students. The aim of the present study was to analyse the type of voice and its development depending on selected dimensions. A total of 56 vocal students - 36 women and 20 men - who underwent anthropometric measurements were divided into groups according to their voice type. Two professors of singing made a subjective, independent evaluation of individual students' vocal development progress during the four years of training. The findings were analysed statistically with the current licensed versions of Statistica software. We found statistically significant positive correlation between: the head length, head and face width, depth of upper and middle face, nose length and student's voice development. The dimensions of the head and the face have no impact on type of voice; however, some anatomical characteristics may have impact on voice development.

Supporting students undertaking the Specialist Practitioner Qualification in District Nursing.

PubMed

Ginger, Tracey; Ritchie, Georgina

2017-11-02

The ever-evolving role of the Specialist Practitioner Qualified District Nurse (SPQDN) presents an increasing number of challenges for Practice Teachers and mentors in preparing SPQDN students for the elevated level clinical and transformational leadership necessary to ensure high-quality patient care. The daily challenges of clinical practice within the community nursing setting in addition to undertaking educational interventions in the clinical arena demand that a structured approach to supervision and mentorship is crucial. Employing learning plans to assess individual students learning needs, prepare plans for educational developments and interventions and evaluate a student's progress can be a helpful tool in aiding the learning journey for both the SPQDN student and Practice Teacher or mentor. This article examines how and why a structured learning plan may be used in supporting learning and competency in achieving the necessary level of practice to meet the requirements of the SPQDN.

Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis

NASA Astrophysics Data System (ADS)

Gao, Yizhu; Zhai, Xiaoming; Andersson, Björn; Zeng, Pingfei; Xin, Tao

2018-06-01

We applied latent class analysis and the rule space model to verify the cumulative characteristic of conceptual change by developing a learning progression for buoyancy. For this study, we first abstracted seven attributes of buoyancy and then developed a hypothesized learning progression for buoyancy. A 14-item buoyancy instrument was administered to 1089 8th grade students to verify and refine the learning progression. The results suggest four levels of progression during conceptual change when 8th grade students understand buoyancy. Students at level 0 can only master Density. When students progress to level 1, they can grasp Direction, Identification, Submerged volume, and Relative density on the basis of the prior level. Then, students gradually master Archimedes' theory as they reach level 2. The most advanced students can further grasp Relation with motion and arrive at level 3. In addition, this four-level learning progression can be accounted for by the Qualitative-Quantitative-Integrative explanatory model.

Personalized Progress Charts: An Effective Motivation for Reluctant Readers.

ERIC Educational Resources Information Center

Webre, Elizabeth C.

Progress charts are an effective means of dramatizing student effort and improvement in reading and are especially important for remedial reading students, who need concrete evidence of progress. Remedial reading students often need extrinsic reward, and since reading is a complex act, progress charts lend themselves to the element of reward and…

Career development in Bioengineering/Biomedical Engineering: a student's roadmap.

PubMed

Abu-Faraj, Ziad O

2008-01-01

Bioengineering/biomedical engineering education has progressed since the late 1950s and is still evolving in leading academic institutions worldwide. Today, Bioengineering/Biomedical Engineering is acclaimed as one of the most reputable fields within the global arena, and will likely be the catalyst for any future breakthroughs in Medicine and Biology. This paper provides a set of strategies and recommendations to be pursued by individuals aiming at planning and developing careers in this field. The paper targets the international student contemplating bioengineering/biomedical engineering as a career, with an underlying emphasis on the student within developing and transitional countries where career guidance is found deficient. The paper also provides a comprehensive definition of the field and an enumeration of its subdivisions.

The use of Twitter to facilitate engagement and reflection in a constructionist learning environment.

PubMed

Desselle, Shane P

Determine students' self-reported use of Twitter in a health systems course and gauge their perceptions of its value and utility for self-guided supplementation of course material, and evaluate the quality of students' reflections from information they found on Twitter. Students in a health systems course create a Twitter account to remain abreast of current developments in pharmacy and health systems. They were afforded the autonomy to follow organizations/individuals they chose and write reflective mini-papers on selected tweets from their Twitter feed prior to each course session. A self-administered survey solicited students' favor toward various aspects of the Twitter reflection assignment. An examination of students' reflections as the course progressed was also undertaken. Approximately 2/3 of the students enrolled in the course responded to the survey. Student perceptions of the Twitter assignment were quite favorable, with highest favor related to facets regarding the construction of their own learning and continuation of engagement throughout the course. Responses to open-ended questions corroborated students' perceptions of their own learning, as did the content and quality of their reflections during progression of the course. The course design reinforced previous claims outside of pharmacy that Twitter can be a useful tool to reinforce or create new learning paradigms, but especially under the auspices of established theory, such as a constructivist environment employing constructionism pedagogy. A course like health systems in programs of academic pharmacy might especially benefit from use of Twitter and such course design. Copyright © 2017 Elsevier Inc. All rights reserved.

Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

ERIC Educational Resources Information Center

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2010-01-01

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions

NASA Astrophysics Data System (ADS)

Dyer, Brian Jay

This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

Refining a Learning Progression of Energy

ERIC Educational Resources Information Center

Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

2017-01-01

This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies--key ideas about…

Teaching laboratory neuroscience at bowdoin: the laboratory instructor perspective.

PubMed

Hauptman, Stephen; Curtis, Nancy

2009-01-01

Bowdoin College is a small liberal arts college that offers a comprehensive Neuroscience major. The laboratory experience is an integral part of the major, and many students progress through three stages. A core course offers a survey of concepts and techniques. Four upper-level courses function to give students more intensive laboratory research experience in neurophysiology, molecular neurobiology, social behavior, and learning and memory. Finally, many majors choose to work in the individual research labs of the Neuroscience faculty. We, as laboratory instructors, are vital to the process, and are actively involved in all aspects of the lab-based courses. We provide student instruction in state of the art techniques in neuroscience research. By sharing laboratory teaching responsibilities with course professors, we help to prepare students for careers in laboratory neuroscience and also support and facilitate faculty research programs.

A qualitative exploration of student perceptions of the impact of progress tests on learning and emotional wellbeing.

PubMed

Yielder, Jill; Wearn, Andy; Chen, Yan; Henning, Marcus A; Weller, Jennifer; Lillis, Steven; Mogol, Vernon; Bagg, Warwick

2017-08-29

Progress testing was introduced to the MBChB programme at the University of Auckland in 2013. As there has been a focus in published literature on aspects relating to the format or function of progress tests, the purpose of this study was to explore a qualitative student perspective on the introduction of progress testing and its impact on approaches to learning and perceived stress. This article presents the qualitative aspects of a longitudinal evaluation study. The qualitative data were derived from eight focus groups of Year 2-5 medical students in the University of Auckland medical programme. Two themes, 'Impact on Learning' and 'Emotional Wellbeing' and their subthemes offered insight into student perceptions and behaviour. Students described a variety of learning responses to progress testing that clustered around the employment of a range of learning strategies based on their experience of sitting progress tests and their individualised feedback. A range of emotional responses were also expressed, with some finding progress tests stressful, while others enjoyed not needing to intensively cram before the tests. Progress tests appear to influence the approach of students to their learning. They employ a mix of learning strategies, shaped by their performance, individualised feedback and the learning environment. While students expressed some stress and anxiety with respect to sitting progress tests, this form of testing was viewed by these students as no worse, and sometimes better than traditional assessments.

Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

ERIC Educational Resources Information Center

Chen, J.; Anderson, C. W.

2015-01-01

Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that…

Accounting Clerk Guide, Instructor Packet--Part I. A Spec Unit for the 10th, 11th, or 12th Grade. A Career Education Unit (An Edited Developmental Draft).

ERIC Educational Resources Information Center

Foster, Brian; And Others

The instructor packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The instructor packet lists performance objectives, vocabulary, learning tasks, and supplemental activities for lessons 1 through 11. It also includes…

Relationship between Adherence to Individual Goals within the 5-2-1-0 Guidelines for Obesity Prevention and Number of PACER Laps in Adolescents

ERIC Educational Resources Information Center

Cho, Kibum; Jones, Emily; Lilly, Christa; Bulger, Sean; Braga, Luciana; Elliott, Eloise

2017-01-01

Background: The purpose of this study was to evaluate the relationship between adolescents' adherence to the 5-2-1-0 goals and the number of completed Progressive Cardiovascular Endurance Run (PACER) laps. Methods: Participants included 1792 students aged 10 to 16 years who were randomly selected across 9 data collection periods between 2012 and…

The impact of Masters education in manual and manipulative therapy and the 'knowledge acquisition model'.

PubMed

Perry, Jo; Green, Ann; Harrison, Karen

2011-06-01

This study aimed to explore the professional and personal impact that a clinical Masters program of manipulative therapy education had on the lives of individuals who had undertaken the course and was a follow-on study of participants' career pathways following Masters education (Green et al., 2008). Seven graduates from the program took part in a focus group. The narrative data obtained was independently verified prior to two researchers conducting a systematic, thematic content analysis. Three key themes were identified and the 'knowledge acquisition model' developed. Findings revealed that studying at Master's level is a 'life changing' and rewarding experience that develops individuals in three key domains; professionally, personally and intellectually. During Masters education students described a journey of multi-compartmental development whereby their knowledge-base was challenged and their existing cognitive framework deconstructed. Progression through the program resulted in the development of a new, clearer framework for thinking and understanding that extended, universally, into all aspects of their lives; clinically, managerially, emotionally, politically and intellectually. Participants also described two cultures for career progression in the UK National Health Service (NHS). Findings could help students considering undertaking Masters level education, employers and clinical mentors of these practitioners and academic educators. Copyright © 2010 Elsevier Ltd. All rights reserved.

How accurate are interpretations of curriculum-based measurement progress monitoring data? Visual analysis versus decision rules.

PubMed

Van Norman, Ethan R; Christ, Theodore J

2016-10-01

Curriculum based measurement of oral reading (CBM-R) is used to monitor the effects of academic interventions for individual students. Decisions to continue, modify, or terminate these interventions are made by interpreting time series CBM-R data. Such interpretation is founded upon visual analysis or the application of decision rules. The purpose of this study was to compare the accuracy of visual analysis and decision rules. Visual analysts interpreted 108 CBM-R progress monitoring graphs one of three ways: (a) without graphic aids, (b) with a goal line, or (c) with a goal line and a trend line. Graphs differed along three dimensions, including trend magnitude, variability of observations, and duration of data collection. Automated trend line and data point decision rules were also applied to each graph. Inferential analyses permitted the estimation of the probability of a correct decision (i.e., the student is improving - continue the intervention, or the student is not improving - discontinue the intervention) for each evaluation method as a function of trend magnitude, variability of observations, and duration of data collection. All evaluation methods performed better when students made adequate progress. Visual analysis and decision rules performed similarly when observations were less variable. Results suggest that educators should collect data for more than six weeks, take steps to control measurement error, and visually analyze graphs when data are variable. Implications for practice and research are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Discovering the Power of Individual-Based Modelling in Teaching and Learning: The Study of a Predator-Prey System

NASA Astrophysics Data System (ADS)

Ginovart, Marta

2014-08-01

The general aim is to promote the use of individual-based models (biological agent-based models) in teaching and learning contexts in life sciences and to make their progressive incorporation into academic curricula easier, complementing other existing modelling strategies more frequently used in the classroom. Modelling activities for the study of a predator-prey system for a mathematics classroom in the first year of an undergraduate program in biosystems engineering have been designed and implemented. These activities were designed to put two modelling approaches side by side, an individual-based model and a set of ordinary differential equations. In order to organize and display this, a system with wolves and sheep in a confined domain was considered and studied. With the teaching material elaborated and a computer to perform the numerical resolutions involved and the corresponding individual-based simulations, the students answered questions and completed exercises to achieve the learning goals set. Students' responses regarding the modelling of biological systems and these two distinct methodologies applied to the study of a predator-prey system were collected via questionnaires, open-ended queries and face-to-face dialogues. Taking into account the positive responses of the students when they were doing these activities, it was clear that using a discrete individual-based model to deal with a predator-prey system jointly with a set of ordinary differential equations enriches the understanding of the modelling process, adds new insights and opens novel perspectives of what can be done with computational models versus other models. The complementary views given by the two modelling approaches were very well assessed by students.

Designing learning environments to teach interactive Quantum Physics

NASA Astrophysics Data System (ADS)

Gómez Puente, Sonia M.; Swagten, Henk J. M.

2012-10-01

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

Feel the Progress: Second-Year Students' Reflections on Their First-Year Experience

ERIC Educational Resources Information Center

Hailikari, Telle; Kordts-Freudinger, Robert; Postareff, Liisa

2016-01-01

The aim of the present study was to explore first-year students' academic emotions and how they relate to their study progress. A mixed-method approach was used. The data consisted of deep interviews with 43 students. The number of their study credits was used as an indicator of their study progress. The results revealed that students expressed a…

Best Practices at the Lamont-Doherty Earth Observatory (LDEO) REU Site

NASA Astrophysics Data System (ADS)

Abbott, D. H.

2014-12-01

At the LDEO REU site, we take student health and safety very seriously. In 2014, we gave the students training on laboratory safety, fire safety, and a Title IX orientation covering discrimination and sexual harassment. We also compile emergency contact information for all the students and distribute it to students, mentors and the administration. Students choose a research project and mentors then pick the best student for their project. Because the mentors choose the student, they are more invested in the student. Students and mentors are encouraged to interact before the program starts, both through discussions and assigned background reading. During these discussions, research projects are often modified to better-fit students interests and skill levels. During the program, we facilitate student-mentor interaction by conducting three research-focusing sessions with small groups of students. Students give 20-minute long oral presentations on the progress of their research and answer questions about their project. Mentors prepare the students for these sessions, thereby increasing student knowledge about their research project. Mid-way through the summer, students write a 3-page proposal about their research as part of a special seminar on scientific writing. The students also participate in a final poster session that is attended by the LDEO community. We maximize student engagement by giving students a choice of research projects that are specifically selected for their suitability for and interest among undergraduates. The track record of mentors is also considered. Mentors must be in residence at LDEO during most of the intern program and arrange a suitable co-mentor during any absences. Mentors must be individuals who are able to encourage the students while giving them constructive input on the progress of their research project. We also encourage students to present their research results at a national scientific meeting. Students and mentors are given a schedule at the start of the summer that includes the abstract deadlines for major national meetings. When it is possible, we fund each student's attendance of a national meeting. Enthusiastic students who wish to attend a second meeting are given information on how to apply for funding to support attendance.

Placing Science into Its Human Context: Using Scientific Autobiography to Teach Chemistry

NASA Astrophysics Data System (ADS)

Carroll, Felix A.; Seeman, Jeffrey I.

2001-12-01

Scientific autobiography and biography can improve chemistry learning by helping students relate otherwise abstract concepts to important events in the lives of fellow human beings. In advanced courses, reading scientific autobiography and biography can help students see how scientific collaboration, advances in instrumentation, and major events in human lives influence the development of chemical ideas over time. In addition, studying many years of an individual's research program can demonstrate the progress of science, the connectivity of research findings, and the validity of experimental results over many decades. This paper describes the use of an autobiography of an eminent chemist in an advanced undergraduate chemistry course. This approach not only enhances the teaching of chemical concepts, but it also provides students with expanded opportunities for cooperative and self-directed learning activities.

Pathways Theory of Progression through Higher Education

ERIC Educational Resources Information Center

Robinson, Rosalie A.; Bornholt, Laurel J.

2007-01-01

This paper is concerned with the pathways students take through their studies at university. A critique of current research demands a fresh approach to explaining student progression, in particular within Australian higher education. To date, theories of student progression commonly consider the fit of the person to the university environment…

Supporting the Moral Development of Medical Students

PubMed Central

Branch, William T

2000-01-01

Philosophers who studied moral development have found that individuals normally progress rapidly in early adulthood from a conventional stage in which they base behavior on the norms and values of those around them to a more principled stage where they identify and attempt to live by personal moral values. Available data suggest that many medical students, who should be in this transition, show little change in their moral development. Possibly, this relates to perceived pressures to conform to the informal culture of the medical wards. Many students experience considerable internal dissidence as they struggle to accommodate personal values related to empathy, care, and compassion to their clinical training. Educational interventions that positively influence this process have established regular opportunities for critical reflection by the students in small groups. Other interventions include faculty development to enhance role modeling and feedback by clinical faculty. The author espouses more widespread adoption of these educational interventions. PMID:10940138

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

NASA Astrophysics Data System (ADS)

Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2018-01-01

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures.

Student giving health advice to family and friends.

PubMed

Tso, Simon; Yousuf, Asim

2016-06-01

This study explored graduate-entry medical students' experiences of health-advice requests from their family and friends. This was a descriptive thematic analysis study involving a convenience sample of medical students from the University of Warwick 4-year MB ChB graduate-entry medicine programme. Each participating student attended a one-to-one semi-structured interview. Audio recordings of the interviews were transcribed verbatim and analysed thematically. Data saturation of the main themes was achieved following 14 interviews. Of the 14 students, eight (57%) were males and six (43%) were females. Students were asked to advise on a range of human and veterinary health issues. They were prepared to offer advice on health issues that they felt competent to manage: for example, first-aid scenarios that a 'reasonable layperson' or a first-aider would be able to help with. The nature of health advice given by students became increasingly complex as they progressed through their degree programme; however, they generally refrained from giving advice on complex health issues and chose to refer the individual to seek help from competent professionals instead. Previous research highlighted inappropriate advice could delay individuals seeking help from competent professionals, resulting in adverse clinical outcomes; however, we recommend that students should not be discouraged to act as good Samaritans. Instead, educators could help them to explore the professionalism and ethical issues raised by these requests, and the practical ways of handling these requests sensitively through discussion of case scenarios with acceptable and inappropriate behaviours. This study explored graduate-entry medical students' experiences of health-advice requests from their family and friends. © 2015 John Wiley & Sons Ltd.

A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment.

PubMed

Couch, Brian A; Knight, Jennifer K

2015-12-01

Concept assessments are used commonly in undergraduate science courses to assess student learning and diagnose areas of student difficulty. While most concept assessments align with the content of individual courses or course topics, some concept assessments have been developed for use at the programmatic level to gauge student progress and achievement over a series of courses or an entire major. The broad scope of a program-level assessment, which exceeds the content of any single course, creates several test administration issues, including finding a suitable time for students to take the assessment and adequately incentivizing student participation. These logistical considerations must also be weighed against test security and the ability of students to use unauthorized resources that could compromise test validity. To understand how potential administration methods affect student outcomes, we administered the Molecular Biology Capstone Assessment (MBCA) to three pairs of matched upper-division courses in two ways: an online assessment taken by students outside of class and a paper-based assessment taken during class. We found that overall test scores were not significantly different and that individual item difficulties were highly correlated between these two administration methods. However, in-class administration resulted in reduced completion rates of items at the end of the assessment. Taken together, these results suggest that an online, outside-of-class administration produces scores that are comparable to a paper-based, in-class format and has the added advantages that instructors do not have to dedicate class time and students are more likely to complete the entire assessment.

Using a Summer REU to Help Develop the Next Generation of Mathematical Ecologists.

PubMed

Bennie, Barbara; Eager, Eric Alan; Peirce, James P; Sandland, Gregory J

2018-04-01

Understanding the complexities of environmental issues requires individuals to bring together ideas and data from different disciplines, including ecology and mathematics. With funding from the national science foundation (NSF), scientists from the University of Wisconsin-La Crosse and the US geological survey held a research experience for undergraduates (REU) program in the summer of 2016. The goals of the program were to expose students to open problems in the area of mathematical ecology, motivate students to pursue STEM-related positions, and to prepare students for research within interdisciplinary, collaborative settings. Based on backgrounds and interests, eight students were selected to participate in one of two research projects: wind energy and wildlife conservation or the establishment and spread of waterfowl diseases. Each research program was overseen by a mathematician and a biologist. Regardless of the research focus, the program first began with formal lectures to provide students with foundational knowledge followed by student-driven research projects. Throughout this period, student teams worked in close association with their mentors to create, parameterize and evaluate ecological models to better understand their systems of interest. Students then disseminated their results at local, regional, and international meetings and through publications (one in press and one in progress). Direct and indirect measures of student development revealed that our REU program fostered a deep appreciation for and understanding of mathematical ecology. Finally, the program allowed students to gain experiences working with individuals with different backgrounds and perspectives. Taken together, this REU program allowed us to successfully excite, motivate and prepare students for future positions in the area of mathematical biology, and because of this it can be used as a model for interdisciplinary programs at other institutions.

Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.

PubMed

Wagener, Stefan; Möltner, Andreas; Tımbıl, Sevgi; Gornostayeva, Maryna; Schultz, Jobst-Hendrik; Brüstle, Peter; Mohr, Daniela; Vander Beken, Anna; Better, Julian; Fries, Martin; Gottschalk, Marc; Günther, Janine; Herrmann, Laura; Kreisel, Christian; Moczko, Tobias; Illg, Claudius; Jassowicz, Adam; Müller, Andreas; Niesert, Moritz; Strübing, Felix; Jünger, Jana

2015-01-01

Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education. In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test. A two-dimensional blueprint for 144 multiple-choice questions (MCQs) covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS). This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas. A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the academic years were compared, the progress test mapped out over the course of study not only by the overall test but also in terms of the subject groups and competency areas. Further development in cooperation with students will be continued. Focus will be on compiling additional questions and test formats that can represent competency at a higher skill level, such as key feature questions, situational judgement test questions and OSCE. In addition, the feedback formats will be successively expanded. The intention is also to offer the formative competency-based progress test online.

Pattern of students' conceptual change on magnetic field based on students' mental models

NASA Astrophysics Data System (ADS)

Hamid, Rimba; Widodo, Ari; Sopandi, Wahyu

2017-05-01

Students understanding about natural phenomena can be identified by analyzing their mental model. Changes in students' mental model are good indicator of students' conceptual change. This research aims at identifying students' conceptual change by analyzing changes in students' mental model. Participants of the study were twenty five elementary school students. Data were collected through throughout the lessons (prior to the lessons, during the lessons and after the lessons) based on students' written responses and individual interviews. Lessons were designed to facilitate students' conceptual change by allowing students to work in groups of students who have the similar ideas. Therefore, lessons were students-directed. Changes of students' ideas in every stage of the lessons were identified and analyzed. The results showed that there are three patterns of students' mental models, namely type of scientific (44%), analogous to everyday life (52%), and intuitive (4%). Further analyses of the pattern of their conceptual change identifies four different patterns, i.e. consistently correct (20%), consistently incomplete (16%), changing from incorrect to incomplete (8%), changing from incomplete to complete (32%), changing from complete to incorrect (4%), and changing from incorrect to complete (4%). This study suggest that the process of learning science does not move in a linear and progressive ways, rather they move in random and may move backward and forward.

Student Experiences of High-Stakes Testing for Progression in One Undergraduate Nursing Program

ERIC Educational Resources Information Center

McClenny, Tammy

2016-01-01

High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…

Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

ERIC Educational Resources Information Center

Lin, Tin-Chun

2014-01-01

A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…

Might Progress Assessments Hinder Equitable Progress? Evidence from England

ERIC Educational Resources Information Center

Alcott, Benjamin

2017-01-01

Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different…

An active learning complementary and alternative medicine session in a self-care therapeutics class.

PubMed

Mattison, Melissa J; Nemec, Eric C

2014-09-15

To provide an interactive, non-supplement based complementary and alternative medicine (CAM) session in a self-care therapeutics class and to evaluate the effect of the session on pharmacy students' perceptions and knowledge of CAM. Second professional year pharmacy students enrolled in a required 3-credit course titled Self-Care Therapeutics participated in an active learning session on CAM. Students physically engaged in 5 separate active learning CAM sessions including massage therapy, Tai Chi, yoga, progressive muscle relaxation, and Reiki. Students were assessed on both knowledge and perception of CAM. Concept mastery was assessed using a written examination and individual readiness assurance tests (iRAT) and team readiness assurance tests (tRAT). Perception of CAM was measured using both a presession and a postsession survey. Participating in an intensive, active learning CAM session provided an opportunity to increase students' knowledge of CAM and an effective strategy for providing the learner with the experience to better envision incorporation into patient therapies.

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

NASA Astrophysics Data System (ADS)

JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

2017-05-01

This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

Applying Item Response Theory Methods to Design a Learning Progression-Based Science Assessment

ERIC Educational Resources Information Center

Chen, Jing

2012-01-01

Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1)…

A Learning Progression for Elementary Students' Functional Thinking

ERIC Educational Resources Information Center

Stephens, Ana C.; Fonger, Nicole; Strachota, Susanne; Isler, Isil; Blanton, Maria; Knuth, Eric; Murphy Gardiner, Angela

2017-01-01

In this article we advance characterizations of and supports for elementary students' progress in generalizing and representing functional relationships as part of a comprehensive approach to early algebra. Our learning progressions approach to early algebra research involves the coordination of a curricular framework and progression, an…

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy.

PubMed

Stockwell, Stephanie B

2016-03-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science-course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science-themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, "Nonscientists should do scientific research." Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement-like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science-themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

Teaching Methods Associated with Student Progress in General Education Courses. IDEA Research Report #9

ERIC Educational Resources Information Center

Benton, Stephen L.; Li, Dan

2015-01-01

This study examined which teaching methods are most highly correlated with student progress on relevant course objectives in first- and second-year (lower-level) general education courses. We specifically sought to identify teaching methods that distinguish progress made by students taking a general education course from that made by students…

A Study of Factors Related to Dissertation Progress among Doctoral Candidates: Focus on Students' Research Self-Efficacy as a Result of Their Research Training and Experiences.

ERIC Educational Resources Information Center

Faghihi, Forooz; Rakow, Ernest A.; Ethington, Corinna

This study examined relationships among doctoral candidates' background characteristics, research preparation, research environment, research involvement, student-advisor relationship, research self-efficacy, and dissertation progress. The study focused on differences in research self-efficacy and dissertation progress among students from the…

Development pathways in learning to be a physiotherapist.

PubMed

Lindquist, Ingrid; Engardt, Margareta; Garnham, Liz; Poland, Fiona; Richardson, Barbara

2006-09-01

Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme. A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist. Distinct perceptions of professional growth and progression are identified in four pathways of development: 'Reflecting on Practice'; 'Communicating with Others'; 'Performing Skills'; and 'Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice. In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the 'what' as changes in experiences and the 'how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist.

The ascent to competence conceptual framework: an outcome of a study of belongingness.

PubMed

Levett-Jones, Tracy; Lathlean, Judith

2009-10-01

This paper presents qualitative findings from a study that explored nursing students' experience of belongingness when undertaking clinical placements. The aim is to locate the professional and practical implications of the research within an Ascent to Competence conceptual framework. The need to belong exerts a powerful influence on cognitive processes, emotional patterns, behavioural responses, health and well-being and failure to satisfy this need can have devastating consequences. The literature suggests that diminished belongingness may impede students' motivation for learning and influence the degree to which they are willing to conform rather than adopt a questioning approach to clinical practice. A mixed methods, cross national, multi-site case study approach was adopted with third-year preregistration nursing students from three universities (two in Australia and one in England) participating; 362 in the quantitative phase and 18 in the qualitative phase. Qualitative findings demonstrated that, although the primary purpose of clinical education is to facilitate students' progress towards the attainment of competence, the realisation of this goal is impacted by a wide range of individual, interpersonal, contextual and organisational factors which can be conceptualised hierarchically. By this structuring it is possible to see how belongingness is a crucial precursor to students' learning and success. The framework demonstrates that students progress to a stage where attainment of competence is possible only after their previous needs for safety and security, belongingness, healthy self-concept and learning have been met. The future of the nursing profession depends upon the development of confident, competent professionals with a healthy self-concept and a commitment to patient-centred care and self-directed learning. This paper demonstrates that the realisation of this goal is strongly influenced by the extent to which students' clinical placement experiences promote and enhance their sense of belonging.

Students' Experiences of the Factors Affecting Their Study Progress: Differences in Study Profiles

ERIC Educational Resources Information Center

Hailikari, Telle; Tuononen, Tarja; Parpala, Anna

2018-01-01

Many factors influence students' progress in higher education. However, the students' own voices are seldom heard. Using a qualitative approach, the study explored students' own experiences of the factors that have influenced their studying. Research has indicated that students' experiences are often related to their approaches to learning.…

Students' Knowledge Progression: Sustainable Learning in Higher Education

ERIC Educational Resources Information Center

Rovio-Johansson, Airi

2016-01-01

The purpose of this phenomenographic study is to examine students' knowledge progression in a three-year Bachelor program in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the program. The students were interviewed on three occasions: Year 1, after their Management…

Validation of the Learning Progression-based Assessment of Modern Genetics in a college context

NASA Astrophysics Data System (ADS)

Todd, Amber; Romine, William L.

2016-07-01

Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students' knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students' ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain.

[ICT'S AND ETHICS: AN E-LEARNING EXPERIENCE AT THE FACULTY OF MEDICINE].

PubMed

Bolly, Cécile

2016-01-01

A long-distance training course was implemented to the academic program which teaches ethics to future doctors. Its main objective was to develop students' individual patient care skills to carry out an analysis on ethically problematic situations. Such procedures may seem paradoxical in a training course which aims to develop one's sensitivity to others; it does however help to accommodate the geographical constraints linked to students accessing their practical training (in a country's different hospitals or abroad) and provides students with a introductory course on e-learning organised by their university's learning centre. Said course provided a rigorous structure in view of preparing for this procedure, alternating meetings with work hours via a digital platform: precise and measurable objectives, scripted sequences, clear guidelines, diverse activities. Organising work around 4 progress reports provided students with some reassurance but also a degree of autonomy, reflecting what they will be able to offer their future patients. All interactions suggested by the teacher were successfully carried out via the platform (individually on one hand, in the context of a forum on the other hand) but also using collective supervision for certain students. The advantages of such a procedure have been highlighted by evaluating students' levels of satisfaction (via an online questionnaire), but also levels of personal involvement in their work. One dimension in particular deserves further attention: the place occupied by writing in the study of ethics, as well as patient care in general.

Student Success in University Education: A Multi-Measurement Study of the Impact of Student and Faculty Factors on Study Progress

ERIC Educational Resources Information Center

Van Den Berg, M. N.; Hofman, W. H. A.

2005-01-01

This study focuses on the factors that determine study progress and numerical success rate in higher education. Study progress is influenced at three levels, namely the student level, course/institute level and government level. It is expected that various groups of economic, social, psychological and organisational factors will together influence…

Faculty verbal evaluations reveal strategies used to promote medical student performance

PubMed Central

Hauer, Karen E.; Mazotti, Lindsay; O'Brien, Bridget; Hemmer, Paul A.; Tong, Lowell

2011-01-01

Background Preceptors rarely follow medical students' developing clinical performance over time and across disciplines. This study analyzes preceptors' descriptions of longitudinal integrated clerkship (LIC) students' clinical development and their identification of strategies to guide students' progress. Methods We used a common evaluation framework, reporter-interpreter-manager-educator, to guide multidisciplinary LIC preceptors' discussions of students' progress. We conducted thematic analysis of transcripts from preceptors' (seven longitudinal ambulatory preceptors per student) quarterly group discussions of 15 students' performance over one year. Results All students' clinical development progressed, although most experienced obstacles. Lack of structure in the history and physical exam commonly obstructed progression. Preceptors used templates for data gathering, and modeling or experiences in the inpatient setting to provide time and solidify structure. To advance students' knowledge acquisition, many preceptors identified focused learning topics with their students; to promote application of knowledge, preceptors used reasoning strategies to teach the steps involved in synthesizing clinical data. Preceptors shared accountability for helping students advance as the LIC allowed them to follow students' response to teaching strategies. Discussion These results depict preceptors' perceptions of LIC students' developmental continuum and illustrate how multidisciplinary preceptors can use a common evaluation framework to identify strategies to improve performance and follow students' performance longitudinally. PMID:21629669

Academic Progress of Students across Inclusive and Traditional Settings

ERIC Educational Resources Information Center

Cole, Cassandra M.; Waldron, Nancy; Majd, Massoumeh

2004-01-01

Effects of inclusive school settings for students in six Indiana school corporations were investigated. Results reveal that students without disabilities educated in inclusive settings made significantly greater academic progress in mathematics and reading. For students with disabilities, there were no significant differences in reading and math…

How Do Undergraduate Students Conceptualize Acid-Base Chemistry? Measurement of a Concept Progression

ERIC Educational Resources Information Center

Romine, William L.; Todd, Amber N.; Clark, Travis B.

2016-01-01

We developed and validated a new instrument, called "Measuring Concept progressions in Acid-Base chemistry" (MCAB) and used it to better understand the progression of undergraduate students' understandings about acid-base chemistry. Items were developed based on an existing learning progression for acid-base chemistry. We used the Rasch…

A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules.

PubMed

Ardoin, Scott P; Christ, Theodore J; Morena, Laura S; Cormier, Damien C; Klingbeil, David A

2013-02-01

Research and policy have established that data are necessary to guide decisions within education. Many of these decisions are made within problem solving and response to intervention frameworks for service delivery. Curriculum-Based Measurement in Reading (CBM-R) is a widely used data collection procedure within those models of service delivery. Although the evidence for CBM-R as a screening and benchmarking procedure has been summarized multiple times in the literature, there is no comprehensive review of the evidence for its application to monitor and evaluate individual student progress. The purpose of this study was to identify and summarize the psychometric and empirical evidence for CBM-R as it is used to monitor and evaluate student progress. There was an emphasis on the recommended number of data points collected during progress monitoring and interpretive guidelines. The review identified 171 journal articles, chapters, and instructional manuals using online search engines and research databases. Recommendations and evidence from 102 documents that met the study criteria were evaluated and summarized. Results indicate that most decision-making practices are based on expert opinion and that there is very limited psychometric or empirical support for such practices. There is a lack of published evidence to support program evaluation and progress monitoring with CBM-R. More research is required to inform data collection procedures and interpretive guidelines. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Less chalk more action

NASA Astrophysics Data System (ADS)

Mitriceski Andelkovic, Bojana; Jovic, Sladjana

2016-04-01

Less chalk more action Education should not be a mechanical system that operates according to the principles of the orders and implementation. Education should respect the basic laws of the develop and progress. Curiosity is the engine of achievement and children spontaneously and happily learn only if they get interested, if teacher wake up and stimulate their creativity and individuality. We would like to present classes that are realized as thematic teaching with several subjects involved: chemistry, geography, math, art and biology. Classes were organized for students at age from 10 to 13 years, every month during autumn and winter 2015. Better students identified themselves as teachers and presented peer education .Teachers were monitoring the process of teaching and help to develop links between younger and older students, where older students were educators to younger students. Also one student with special needs was involved in this activities and was supported by other students during the workshops The benefit from this project will be represented with evaluation marks. Evaluation table shows that group of ten students(age 10 to13 years) which are selected in October as children with lack of motivation for learning, got better marks, at the end of January , then they had it in the beginning of the semester.

Building the Quality of Diversity in the Geoscience Workforce Through Peer-and Near-Peer Mentored Research Experiences: The CSUN Catalyst Program, a Model for Success in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V. A.; Simila, G. W.; Yule, J. D.

2004-12-01

One means of achieving diversity in the geoscience workforce is through the careful cultivation of individuals towards successful careers. Our critical components for student achievement, as reflected in student evaluations, included the development of positive mentoring relationships, honing of critical thinking, writing and oral presentation skills, academic success, and financial support. In the initial three-year phase of in the California State University Northridge (CSUN) Catalyst program, thirty-one students participated, with subequal proportions of high school, undergraduate (freshman to senior) and graduate students. This initial cohort was dominated by Latina(o) students (22) with fewer African American (5), American Indian (2), Pacific Islander (1) and hearing-impaired (1) students. Students were incrementally recruited into the program at a rate of ~10 per year. New students were united through a semester-long Catalyst Course where they worked in groups on various team-building exercises followed by activities in which students were introduced to four different research projects by faculty advisors. Students then continued working on a research project in the following semesters, either as undergraduate or graduate research assistants. The research groups constituted self-mentoring subsets of peers and near-peers, tiered by experience (graduate to high school students) and directed by one of the four Catalyst faculty members. Catalyst student office space promoted intragroup interaction and camaraderie. Most students attended at least one regional, national or international Geoscience meeting. The CSUN Catalyst program has fostered the individual success of its participants, with most progressing towards or achieving BS and MS degrees in the geosciences. Those that have entered the workforce, have done so with more opportunities for career advancement as a result of their Catalyst experiences. Catalyst students have also advanced academically into MS and PhD programs. The research-focussed Catalyst program has therefore succeeded in building quality and diversity in the Geoscience community.

Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

PubMed

Cecilio-Fernandes, Dario; Kerdijk, Wouter; Jaarsma, A D Debbie C; Tio, René A

2016-11-01

Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.

Mapping of Students’ Learning Progression Based on Mental Model in Magnetic Induction Concepts

NASA Astrophysics Data System (ADS)

Hamid, R.; Pabunga, D. B.

2017-09-01

The progress of student learning in a learning process has not been fully optimally observed by the teacher. The concept being taught is judged only at the end of learning as a product of thinking, and does not assess the mental processes that occur in students’ thinking. Facilitating students’ thinking through new phenomena can reveal students’ variation in thinking as a mental model of a concept, so that students who are assimilative and or accommodative can be identified in achieving their equilibrium of thought as well as an indicator of progressiveness in the students’ thinking stages. This research data is obtained from the written documents and interviews of students who were learned about the concept of magnetic induction through Constructivist Teaching Sequences (CTS) models. The results of this study indicate that facilitating the students’ thinking processes on the concept of magnetic induction contributes to increasing the number of students thinking within the "progressive change" category, and it can be said that the progress of student learning is more progressive after their mental models were facilitated through a new phenomena by teacher.

Investigating Science Discourse in a High School Science Classroom

NASA Astrophysics Data System (ADS)

Swanson, Lauren Honeycutt

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The present work focused on addressing the following questions: 1) In what ways is science discourse taken up and used by students and their teacher? 2) Are there differences in how science discourse is used by students depending on their English language proficiency? Data collection consisted of interviewing the science teacher and the students, filming whole class and small group discussions during two lesson sequences, and collecting lesson plans, curricular materials, and student work. These data were analyzed qualitatively. Findings indicated that the teacher characterized science discourse along three dimensions: 1) the use of evidence-based explanations; 2) the practice of sharing one's science understandings publically; and 3) the importance of using precise language, including both specialized (i.e., science specific) and non-specialized academic words. Analysis of student participation during in-class activities highlighted how students progressed in each of these science discourse skills. However, this analysis also revealed that English learners were less likely to participate in whole class discussions: Though these students participated in small group discussions, they rarely volunteered to share individual or collective ideas with the class. Overall, students were more adept at utilizing science discourse during class discussions than in written assignments. Analysis of students' written work highlighted difficulties that were not visible during classroom interactions. One potential explanation is the increased amount of scaffolding the teacher provided during class discussions as compared to written assignments. In the implications section, I provide science teachers with recommendations regarding how to promote science discourse in their classrooms. Specifically, teachers should provide students structured opportunities to practice science discourse, require students to use both written and oral modalities in assignments, and offer timely feedback to students regarding their progress in developing their science discourse skills. How this study contributes to the research base on the teaching of science and English learners will also be described.

The Effect of Personnel Stability on Organizational Performance: Do Battalions with Stable Command Groups Achieve Higher Training Proficiency at the National Training Center?

DTIC Science & Technology

2008-01-01

Graduate School and the students they work with on a routine basis. All three of my committee members have been superb mentors in helping me develop the...Deployable” and “Individual Replacement Induced Non-Deployable.” Wartime non-deployable status is provided to soldiers who are unavailable due to medical ...responder medical tasks, mastery of communication systems, and basic reporting requirements. The unit can progress to small-unit level collective training

Patients Using an Online Forum for Reporting Progress When Engaging With a Six-Week Exercise Program for Knee Conditioning: Feasibility Study.

PubMed

Bright, Philip; Hambly, Karen

2018-04-26

The use of electronic health (eHealth) and Web-based resources for patients with knee pain is expanding. Padlet is an online noticeboard that can facilitate patient interaction by posting virtual “sticky notes.” The primary aim of this study was to determine feasibility of patients in a 6-week knee exercise program using Padlet as an online forum for self-reporting on outcome progression. Undergraduate manual therapy students were recruited as part of a 6-week study into knee conditioning. Participants were encouraged to post maximum effort readings from quadriceps and gluteal home exercises captured from standard bathroom scales on a bespoke Padlet. Experience and progression reporting were encouraged. Posted data were analyzed for association between engagement, entry frequency, and participant characteristics. Individual data facilitated single-subject, multiple-baseline analysis using statistical process control. Experiential narrative was analyzed thematically. Nineteen participants were recruited (47%, 9/19 female); ages ranged from 19 to 53 years. Twelve individuals (63%) opted to engage with the forum (range 4-40 entries), with five (42%) reporting across all 6 weeks. Gender did not influence reporting (odds ratio [OR] 0.76, 95% CI 0.06-6.93). No significant difference manifested between body mass index and engagement P=.46); age and entry frequency did not correlate (R 2 =.054, 95% CI –0.42 to 0.51, P=.83). Statistically significant conditioning profiles arose in single participants. Themes of pain, mitigation, and response were inducted from the experiences posted. Patients will engage with an online forum for reporting progress when undertaking exercise programs. In contrast to related literature, no significant association was found with reporting and gender, age, or body mass index. Individual posted data allowed multiple-baseline analysis and experiential induction from participants. Conditioning responses were evident on visual inspection. The importance of individualized visual data to patients and the role of forums in monitoring patients’ progress in symptomatic knee pain populations need further consideration. ©Philip Bright, Karen Hambly. Originally published in JMIR Rehabilitation and Assistive Technology (http://rehab.jmir.org), 26.04.2018.

Effects of Instruction on Chinese College Students' Use of Thematic Progression in English Essays

ERIC Educational Resources Information Center

Wei, Jing

2017-01-01

Thematic progression (TP) patterns used in English leaner essays provide clues as to how they organize information and develop important concepts in their essays. This quasi-experimental research proved that instruction in TP produced positive effects on Chinese college students' use of linear progressions, constant progressions and new Themes.…

Curriculum-Based Measurement of Oral Reading: Quality of Progress Monitoring Outcomes

ERIC Educational Resources Information Center

Christ, Theodore J.; Zopluoglu, Cengiz; Long, Jeffery D.; Monaghen, Barbara D.

2012-01-01

Curriculum-based measurement of oral reading (CBM-R) is frequently used to set student goals and monitor student progress. This study examined the quality of growth estimates derived from CBM-R progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for multiple levels of…

Applying Item Response Theory methods to design a learning progression-based science assessment

NASA Astrophysics Data System (ADS)

Chen, Jing

Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all the defined boundaries. This ensures the accuracy of the classification. Third, when item threshold parameters vary a bit, the scoring rubrics and the items need to be reviewed to make the threshold parameters similar across items. This is because one important design criterion of the learning progression-based items is that ideally, a student should be at the same level across items, which means that the item threshold parameters (d1, d 2 and d3) should be similar across items. To design a learning progression-based science assessment, we need to understand whether the assessment measures a single construct or several constructs and how items are associated with the constructs being measured. Results from dimension analyses indicate that items of different carbon transforming processes measure different aspects of the carbon cycle construct. However, items of different practices assess the same construct. In general, there are high correlations among different processes or practices. It is not clear whether the strong correlations are due to the inherent links among these process/practice dimensions or due to the fact that the student sample does not show much variation in these process/practice dimensions. Future data are needed to examine the dimensionalities in terms of process/practice in detail. Finally, based on item characteristics analysis, recommendations are made to write more discriminative CR items and better OMC, MTF options. Item writers can follow these recommendations to write better learning progression-based items.

Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

ERIC Educational Resources Information Center

Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

2002-01-01

Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…

A Bridge to the Stars: An Innovative Pipeline to Improve STEM Diversity

NASA Astrophysics Data System (ADS)

McIntosh, Daniel H.

2016-06-01

Improving diversity in the STEM workforce is a top priority for both the NSF and NASA. Increasing participation from underrepresented groups in the physical sciences like astronomy remains an even more serious challenge with little progress made despite federal mandates. Focusing resources on a small number of academically high-performing individuals is not enough and reinforces the idea that STEM is exclusive. To make real progress requires (1) identifying a larger pool of inner-city secondary students who may not have been exposed to many STEM opportunities nor have the highest grades, yet, may have both the ability and desire to succeed in STEM if inspired; (2) providing these students with high impact exposure to science through an extended and engaging interaction with a professional scientist that fosters student success; and (3) establishing long-term partnerships with community teachers and administrators to facilitate a critical bridge between high school and college. My bridge pipeline provides a role model. The extended engagement is enrollment in a 1-semester, learner-centered 'Astro100' course with an award-winning professor. Using NASA Space Grant funding, 31 scholarships have been awarded over 6 semesters. All Scholars meet underrepresented/underprivileged criteria based on race, sex or income; key demographics: 2/3 AA+HA, 2/3 female. To promote student success, the program includes mentoring interns drawn from top students in previous Astro100 courses; 50% are female. The Scholars gained university credit with an 81% overall average grade, 97% with a passing grade. Longitudinal tracking of college enrollment into STEM is underway.

Applying the Kanban method in problem-based project work: a case study in a manufacturing engineering bachelor's programme at Aalborg University Copenhagen

NASA Astrophysics Data System (ADS)

Balve, Patrick; Krüger, Volker; Tolstrup Sørensen, Lene

2017-11-01

Problem-based learning (PBL) has proven to be highly effective for educating students in an active and self-motivated manner in various disciplines. Student projects carried out following PBL principles are very dynamic and carry a high level of uncertainty, both conditions under which agile project management approaches are assumed to be highly supportive. The paper describes an empirical case study carried out at Aalborg University Copenhagen involving students from two different semesters of a Bachelor of Science programme. While executing the study, compelling examples of how PBL and the agile project management method Kanban blend could be identified. A final survey reveals that applying Kanban produces noticeable improvements with respect to creating, assigning and coordinating project tasks. Other improvements were found in group communication, knowledge about the work progress with regards to both the individual and the collective and the students' way of continuously improving their own teamwork.

Present Status of Medical Education in Poland

PubMed Central

Selzer, Arthur

1965-01-01

In the past few years medical education in Poland has undergone considerable change, particularly at the graduate and postgraduate levels, and has shown increasing Western influences. On the negative side, a physician who was trained in pre-war Poland and is now in the United States, noted mass production of physicians with modest clinical facilities and the preponderance of didactic lecturing over semi-individual instruction—conditions rather characteristic of most European medical schools. On the positive side were well-informed, up-to-date faculties and the thoughtful planning and organization of graduate and postgraduate medical education. The overall impression was a favorable one, but the system of schooling and of evaluation of students' work made it possible for indifferent students to progress to licensure. PMID:14288146

PRESENT STATUS OF MEDICAL EDUCATION IN POLAND.

PubMed

SELZER, A

1965-04-01

In the past few years medical education in Poland has undergone considerable change, particularly at the graduate and postgraduate levels, and has shown increasing Western influences. On the negative side, a physician who was trained in pre-war Poland and is now in the United States, noted mass production of physicians with modest clinical facilities and the preponderance of didactic lecturing over semi-individual instruction-conditions rather characteristic of most European medical schools. On the positive side were well-informed, up-to-date faculties and the thoughtful planning and organization of graduate and postgraduate medical education. The overall impression was a favorable one, but the system of schooling and of evaluation of students' work made it possible for indifferent students to progress to licensure.

Viewing Our Aged Selves: Age Progression Simulations Increase Young Adults' Aging Anxiety and Negative Stereotypes of Older Adults.

PubMed

Rittenour, Christine E; Cohen, Elizabeth L

2016-04-01

This experiment tests the effect of an old-age progression simulation on young adults' (N = 139) reported aging anxiety and perceptions about older adults as a social group. College students were randomly assigned to one of three conditions: self-aged simulation, stranger-aged simulation, or a control group. Compared with the control group, groups exposed to an age progression experienced more negative affect, and individuals in the self-aged condition reported greater aging anxiety. In accordance with stereotype activation theorizing, the self-age simulation group also perceived older adults as less competent and expressed more pity and less envy for older adults. Compared to the stranger-aged group, participants who observed their own age progression were also the more likely to deny the authenticity of their transformed image.These findings highlight potential negative social and psychological consequences of using age simulations to affect positive health outcomes, and they shed light on how virtual experiences can affect stereotyping of older adults. © The Author(s) 2016.

Debt management and financial planning support for primary care students and residents at Boston University School of Medicine.

PubMed

Terrell, C; Hindle, D

1999-01-01

Boston University Medical Center created the Office of Residency Planning and Practice Management as part of The Robert Wood Johnson Foundation's Generalist Physician Initiative. Since 1995, the office has improved the medical center's ability to promote and support the generalist career decisions of its students and residents by removing indebtedness as a disincentive. After a brief review of the relationship between indebtedness and specialty selection, the authors delineate the nature and volume of debt-management assistance provided by the office to students and residents through individual counseling sessions, workshops, and other means between April 1995 and March 1998. A case study shows the progression of these services throughout residency training. The medical center also coordinates its debt-management assistance with counseling from physician-oriented financial planning groups. In conclusion, the authors discuss several characteristics of a successful debt-management program for residents.

Following the Mobile Student: Can We Develop the Capacity for a Comprehensive Database To Assess Student Progression? Research Report.

ERIC Educational Resources Information Center

Ewell, Peter T.; Schild, Paula R.; Paulson, Karen

A major problem in measuring student success in postsecondary education is the difficulty in tracking students' progress as they transfer from one institution to another. National studies have shown that more than half of students attend more than one institution in their pursuit of a bachelor's degree. This study examined existing state-level…

Senior nursing students' self-reported college experiences and gains toward liberal education goals.

PubMed

Zaborowska, R

1995-04-01

The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy†

PubMed Central

Stockwell, Stephanie B.

2016-01-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values. PMID:27047600

Is High School Graduation an Illusion? A Study to Determine the Academic and Graduation Progression between Students with Disabilities and Their Non-Disabled Peers in Georgia Public High Schools

ERIC Educational Resources Information Center

Thinguri, Ruth W.

2010-01-01

The study examined the academic and graduation progression of students with disabilities compared to their non-disabled students in Georgia public high schools. Specifically, the Georgia High School Graduation Tests (GHSGT) in math and English and graduation rates were analyzed for their progression since the enactment of the No Child Left Behind…

Combining the Use of Progressive Writing Techniques and Popular Movies in Introductory Psychology.

ERIC Educational Resources Information Center

Hemenover, Scott H.; Caster, Jeffrey B.; Mizumoto, Ayumi

1999-01-01

Examines whether the use of progressive writing for a psychology paper assignment affects students' writing and motivation when used to discuss course material illustrated in popular movies. Reveals that the students felt their writing improved and 44% of the students earned 90% of the overall points; student motivation was lower than expected.…

Learning Progression of Ecological System Reasoning for Lower Elementary (G1-4) Students

ERIC Educational Resources Information Center

Hokayem, Hayat Al

2012-01-01

In this study, I utilized a learning progression framework to investigate lower elementary students (G1-4) systemic reasoning in ecology and I related students reasoning to their sources of knowledge. I used semi-structured interviews with 44 students from first through fourth grade, four teachers, and eight parents. The results revealed that a…

The Achievement Progress of English Learner Students in Nevada. REL 2016-154

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their…

Technical Adequacy of Early Numeracy Curriculum-Based Progress Monitoring Measures for Kindergarten and First-Grade Students

ERIC Educational Resources Information Center

Hampton, David D.; Lembke, Erica S.; Lee, Young-Sun; Pappas, Sandra; Chiong, Cynthia; Ginsburg, Herbert P.

2012-01-01

The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was adequate for instructional decision making on some…

Academic Persistence of Online Students in Higher Education Impacted by Student Progress Factors and Social Media

ERIC Educational Resources Information Center

Lint, Anna H.

2013-01-01

This quantitative study evaluated and investigated the theoretical underpinnings of the Kember's (1995) student progress model that examines the direct or indirect effects of student persistence in online education by identifying the relationships between variables. The primary method of data collection in this study was a survey by exploring the…

25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

Students' Progress throughout Examination Process as a Markov Chain

ERIC Educational Resources Information Center

Hlavatý, Robert; Dömeová, Ludmila

2014-01-01

The paper is focused on students of Mathematical methods in economics at the Czech university of life sciences (CULS) in Prague. The idea is to create a model of students' progress throughout the whole course using the Markov chain approach. Each student has to go through various stages of the course requirements where his success depends on the…

Being reasonable: supporting disabled nursing students in practice.

PubMed

Tee, Steve R; Owens, Kathy; Plowright, Sharon; Ramnath, Paro; Rourke, Sue; James, Claire; Bayliss, Jane

2010-07-01

To analyse recurring adjustments made in practice settings and the support strategies put in place to enable disabled students to achieve the levels of proficiency required on pre-registration nursing programmes. Legislative and regulatory changes in the UK require higher education institutions to make reasonable adjustments for disabled students whose needs must be considered and adjustments made before their programmes of study begin. The student practice learning advisor's (SPLA) primary role is to support disabled students and to operationalise recommended adjustments in practice. An evaluative case study design was employed to analyse the work of the SPLA over 12 months using progression data, individual interviews and reflective accounts. The evaluation illustrates the need for support throughout the student's programme which appears to reach a peak in the final year. Disabled students required 20% more contact time than their non-disabled peers. Operationalising adjustments requires attention to inter-disciplinary, practical and communication considerations. Implementing adjustments in practice requires a multi-disciplinary approach in order to support disabled students, and their mentors and to enable the development and application of coping strategies to overcome potential restrictions. The SPLA provides an essential role in ensuring opportunities for the disabled student to succeed are maximised. Copyright 2009 Elsevier Ltd. All rights reserved.

Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students.

PubMed

Lennox, Maria; Westerveld, Marleen F; Trembath, David

2018-04-01

This study examined the effectiveness of a classroom-based intervention programme aimed at improving the oral language and emergent literacy skills of students from low socio-economic, culturally diverse backgrounds within their first formal year of schooling ("prep"). Data from 137 students were available for analysis. Participants were from three primary schools located in Queensland, Australia. Eight classes were allocated to intervention and two classes acted as a business as usual control. All students received literacy instruction as per the Australian Curriculum. However, the intervention group received 24 weeks of scripted, classroom-based, book-based intervention targeting code- and meaning-related emergent literacy skills. All students were assessed individually pre- and post-intervention on code-related measures (i.e. letter identification and phonological awareness) and meaning-related measures (i.e. vocabulary, oral narrative comprehension and retell). All students made significant improvement over time for all measures. Students in the intervention group showed significantly more progress than the business as usual group on all measures, except for letter identification and oral narrative comprehension. This classroom-based book-based intervention can improve the code- and meaning-related emergent literacy skills of prep students from low socio-economic backgrounds and provide these students with the building blocks for successful literacy acquisition.

NCLB: Let's Get It Right

ERIC Educational Resources Information Center

American Federation of Teachers, 2005

2005-01-01

This document suggests changes to the No Child Left Behind Act (NCLB) in four targeted areas. Regarding Adequate Yearly Progress (AYP), The American Federation of Teachers (AFT) supports: (1) Setting challenging but demonstrably attainable student progress goals; (2) Judging school effectiveness by measuring progress of the same students over…

Medical withdrawals from college for mental health reasons and their relation to academic performance.

PubMed

Meilman, P W; Manley, C; Gaylor, M S; Turco, J H

1992-03-01

A collaborative study among the university health service, the dean's office, and the registrar's office examined the academic performance of 77 students who took medical withdrawals for mental health reasons from Dartmouth College during a 3-year period. In 71.4% of the cases, students withdrew from a term in progress; the remainder arranged to withdraw after they had completed a term but before starting a new term. Depression was a major factor in approximately half of the withdrawals. Grade point average improved significantly after return from the withdrawal, with a large jump in individual term averages occurring between the terms immediately preceding and immediately following return. We found no significant difference between the number of students who experienced disciplinary trouble before withdrawal and those who were disciplined afterward. Students who were depressed at the time of withdrawal did not fare as well academically upon return as those students who had not been depressed. The data suggest that procedures for handling mental health withdrawals and readmission are important ways in which the campus counseling center can support the university's academic mission.

An experiential, game-theoretic pedagogy for sustainability ethics.

PubMed

Sadowski, Jathan; Seager, Thomas P; Selinger, Evan; Spierre, Susan G; Whyte, Kyle P

2013-09-01

The wicked problems that constitute sustainability require students to learn a different set of ethical skills than is ordinarily required by professional ethics. The focus for sustainability ethics must be redirected towards: (1) reasoning rather than rules, and (2) groups rather than individuals. This need for a different skill set presents several pedagogical challenges to traditional programs of ethics education that emphasize abstraction and reflection at the expense of experimentation and experience. This paper describes a novel pedagogy of sustainability ethics that is based on noncooperative, game-theoretic problems that cause students to confront two salient questions: "What are my obligations to others?" and "What am I willing to risk in my own well-being to meet those obligations?" In comparison to traditional professional ethics education, the game-based pedagogy moves the learning experience from: passive to active, apathetic to emotionally invested, narratively closed to experimentally open, and from predictable to surprising. In the context of game play, where players must make decisions that can adversely impact classmates, students typically discover a significant gap between their moral aspirations and their moral actions. When the games are delivered sequentially as part of a full course in Sustainability Ethics, students may experience a moral identity crisis as they reflect upon the incongruity of their self-understanding and their behavior. Repeated play allows students to reconcile this discrepancy through group deliberation that coordinates individual decisions to achieve collective outcomes. It is our experience that students gradually progress through increased levels of group tacit knowledge as they encounter increasingly complex game situations.

Pathways to the PhD in Nursing: An Analysis of Similarities and Differences.

PubMed

Nehls, Nadine; Barber, Gale; Rice, Elizabeth

2016-01-01

New educational pathways are needed to increase the number of doctor of philosophy (PhD)-prepared nurses. To address this need, an early-entry PhD option designed to engage students in PhD coursework and research during the undergraduate nursing major was developed at the University of Wisconsin-Madison. An evaluation comparing the early-entry option with two more conventional entry points was conducted. Three groups (N = 84) comprised the sample: (a) early-entry students admitted as undergraduates or immediately upon graduation (N = 29), (b) mid-entry students with baccalaureate degrees and at least 1 year of work experience (N = 27), and (c) delayed-entry students with master's degrees and 1 or more years of work experience (N = 28). Qualitative and quantitative data were collected from the 3 groups of students who were admitted from 2002 to 2011. The sources of data were transcriptions of individual interviews and reviews of existing data. Seventy-seven percent of the sample participated in the individual interviews. The database review included all students who matriculated into the PhD program. Common themes among the 3 groups included a need for educational funding, the importance of a faculty mentor, and concern about preparation for the teaching role and the academic work environment. The groups were also comparable in terms of research productivity during doctoral study and postgraduation employment. Differences were found on measures of diversity, program progression, and perceptions of clinical competence. The findings provide needed data for the development and expansion of educational pathways to the PhD in nursing. Copyright © 2016 Elsevier Inc. All rights reserved.

Spelling Strategies: Take Stock of Students' Spelling Progress.

ERIC Educational Resources Information Center

Gentry, J. Richard

1998-01-01

Presents four informal assessments that elementary teachers can use to compare students' spelling progress to typical midyear benchmarks. The assessments, which target K-6 students, emphasize alphabet recognition, phonemic awareness, attitude and consciousness about spelling, and spelling growth through writing samples. The paper includes a…

Personal Commitment, Support and Progress in Doctoral Studies

ERIC Educational Resources Information Center

Martinsuo, Miia; Turkulainen, Virpi

2011-01-01

Earlier research on doctoral education has associated study progress with the student's own capabilities and faculty support. The purpose of this study is to investigate how students' personal commitment and various forms of support, as well as their complementary effects, explain progress in doctoral studies. Data were collected by a…

Using data to help increase STEM retention rates for at-risk students; Student expectations and skill building

NASA Astrophysics Data System (ADS)

Reed, D. E.; Jones, G.; Heaney, A.

2013-12-01

Retention in the STEM fields is often a focus for higher education due to a shortage of trained workforce members. In particular, much effort has been spent on first year retention rates and introductory level courses under the assumption that students are more likely to drop out of STEM majors early in their higher education degree progress. While the retention rates of women, minorities, and low income students have been a priority by both the National Science Foundation and the private sector, we are interested in at-risk first year students for this study. The University of Wyoming Synergy Program's goal is to promote academic success and retention for underprepared and at-risk students by creating a series of first semester curricula as theme-based college transition skills courses that are paired with English courses. This creates a cohort group of courses for the students with increased communication between instructors at the same time allowing greater development of student social networks. In this study we are highlighting the results of the STEM students as compared with other at-risk participants in the program. The Synergy Program enrolls approximately 144 students each year with pre- and post-course surveys that directly measure which college skills students select as important as well as student expectations of the amount of time required for STEM courses. Follow-up surveys track the same queries for students who persist to their junior and senior year. In addition, instructors complete a summative survey about skills they find important to student success and individual student's challenges and successes with a variety of skills. Our results show a large gap in skills between those identified as important by students and those identified by their instructors. Expectations for the amount of time required to complete work for STEM courses and the reported time spent on course work are not constant when progressing throughout college. This analysis will show other higher education instructors both the course design and results from this study of at-risk students. Our results will include specific strategies for instructors or institutes to enhance STEM retention while increasing the overall college success of at-risk freshmen through this innovative course design.

Dissection of the Mouse Pancreas for Histological Analysis and Metabolic Profiling.

PubMed

Veite-Schmahl, Michelle J; Regan, Daniel P; Rivers, Adam C; Nowatzke, Joseph F; Kennedy, Michael A

2017-08-19

We have been investigating the pancreas specific transcription factor, 1a cre-recombinase; lox-stop-lox- Kristen rat sarcoma, glycine to aspartic acid at the 12 codon (Ptf1a cre/+ ;LSL-Kras G12D/+ ) mouse strain as a model of human pancreatic cancer. The goal of our current studies is to identify novel metabolic biomarkers of pancreatic cancer progression. We have performed metabolic profiling of urine, feces, blood, and pancreas tissue extracts, as well as histological analyses of the pancreas to stage the cancer progression. The mouse pancreas is not a well-defined solid organ like in humans, but rather is a diffusely distributed soft tissue that is not easily identified by individuals unfamiliar with mouse internal anatomy or by individuals that have little or no experience performing mouse organ dissections. The purpose of this article is to provide a detailed step-wise visual demonstration to guide novices in the removal of the mouse pancreas by dissection. This article should be especially valuable to students and investigators new to research that requires harvesting of the mouse pancreas by dissection for metabolic profiling or histological analyses.

34 CFR 668.34 - Satisfactory progress.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Satisfactory progress. 668.34 Section 668.34 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS Student Eligibility § 668.34 Satisfactory... requirements contained in § 668.32(f), the student must be making satisfactory under the provisions of...

The Achievement Progress of English Learner Students in Utah. REL 2016-155

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07…

California Update: Student Progress in State and Federally Funded Adult Education Programs during the 1997-98 Instructional Year.

ERIC Educational Resources Information Center

Comprehensive Adult Student Assessment System, San Diego, CA.

This document outlines student progress within each of California's Adult Education programs for the 1997-1998 academic year. During this time period, California's Adult Education programs served 1,435,341 learners. Among those enrolled, 161,364 students were served by Adult Basic Education (ABE) programs, and an additional 1,220,594 students were…

Examining the progression and consistency of thermal concepts: a cross-age study

NASA Astrophysics Data System (ADS)

Adadan, Emine; Yavuzkaya, Merve Nur

2018-03-01

This cross-sectional study examined how the progression and consistency of students' understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13-14), Grade 10 (age 15-16), and the first year of college (age 19-20) participated in the study. The data were analysed using statistical procedures (descriptive and inferential). Findings indicated a substantial progression in the students' scientific understanding of thermal concepts across grade levels. In addition, the students' alternative conceptions about thermal concepts generally decreased in frequency across grade levels, but certain alternative conceptions were observed in every grade level to a similar extent. Even though the number of students who consistently used scientific ideas increased across grade levels, the number of students who consistently used non-scientific ideas decreased across grade levels. However, the number of students who used scientific and non-scientific ideas inconsistently generally increased as they progressed in the science curriculum. These findings can be associated with either fragmentation or alternative conceptions that result from the gradual enrichment processes students experience when they try to integrate scientific concepts into their conceptual frameworks.

Individual differences in false memory from misinformation: cognitive factors.

PubMed

Zhu, Bi; Chen, Chuansheng; Loftus, Elizabeth F; Lin, Chongde; He, Qinghua; Chen, Chunhui; Li, He; Xue, Gui; Lu, Zhonglin; Dong, Qi

2010-07-01

This research investigated the cognitive correlates of false memories that are induced by the misinformation paradigm. A large sample of Chinese college students (N=436) participated in a misinformation procedure and also took a battery of cognitive tests. Results revealed sizable and systematic individual differences in false memory arising from exposure to misinformation. False memories were significantly and negatively correlated with measures of intelligence (measured with Raven's Advanced Progressive Matrices and Wechsler Adult Intelligence Scale), perception (Motor-Free Visual Perception Test, Change Blindness, and Tone Discrimination), memory (Wechsler Memory Scales and 2-back Working Memory tasks), and face judgement (Face Recognition and Facial Expression Recognition). These findings suggest that people with relatively low intelligence and poor perceptual abilities might be more susceptible to the misinformation effect.

The experience of disagreement between students and supervisors in PhD education: a qualitative study

PubMed Central

2013-01-01

Background PhD supervision is mostly individual and disagreement between supervisors and PhD students is a seldom-discussed topic at universities. The present study aimed to describe the experience of disagreement between PhD students and supervisors. Methods Nine supervisors and seven PhD students from Sweden and England were interviewed using a video recorder. The recorded material was analysed using inductive content analysis. Results Disagreements in PhD education can be described with the overarching theme: the nature of the disagreements changes over time. Five categories emerged to describe the variations of the experiences: involvement in important decisions, supervisors not being up-to-date, dubious advice from supervisors, mediating between supervisors, and interpersonal relationships. Conclusions There is a gradual shift in competence where PhD students may excel supervisors in subject knowledge. Early disagreements may indicate immaturity of the student while disagreements later may indicate that the student is maturing making their own decisions. Consequently, disagreements may need to be addressed differently depending on when they occur. Addressing them inappropriately might slow the progressions and result in higher attrition rate among PhD students. The five categories may be elements in future PhD supervisor training programs and should be further evaluated for their importance and impact on PhD education. PMID:24074051

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.

Alternative Approach to Teaching Veterinary Anatomy: A Progress Report

ERIC Educational Resources Information Center

Hullinger, Ronald; Render, Gary F.

1975-01-01

Students in microscopic anatomy at Purdue University School of Veterinary Medicine selected a self-directed or teacher-directed approach to the course. Adoption of the experimental approach described here increased faculty time for evaluating student progress but was supportive of student development particularly in cognitive skills and affective…

The First Year: A Cultural Shift towards Improving Student Progress

ERIC Educational Resources Information Center

Jobe, Rebecca L.; Spencer, Martha; Hinkle, Jessica P.; Kaplan, Jonathan A.

2016-01-01

Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented. Part of…

Educational Expectations and Progress of Community College Students: Does Socialization Matter?

ERIC Educational Resources Information Center

Wang, Xueli

2016-01-01

Background: While literature is abundant on factors associated with community college student outcomes, limited attention has been paid to what shapes educational expectations after students enroll, and how these expectations are linked to educational progress. To address this gap, Weidman's (1989) undergraduate socialization theory is…

Clutch-Starting Stalled Research Students

ERIC Educational Resources Information Center

Ahern, Kathy; Manathunga, Catherine

2004-01-01

Many research students go through periods where their research seems to stall, their motivation drops, and they seem unable to make any progress. As supervisors, we attempt to remain alert to signs that our student's progress has stalled. Drawing on cognitive strategies, this article explores a problem-solving model supervisors can use to identify…

Academic status and progress of deaf and hard-of-hearing students in general education classrooms.

PubMed

Antia, Shirin D; Jones, Patricia B; Reed, Susanne; Kreimeyer, Kathryn H

2009-01-01

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review.

PubMed

Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios

2014-03-01

Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies identical learning styles were found to be positively or negatively related to critical thinking. However comparative findings across studies revealed that all learning styles might be positive determinants toward critical thinking evolution, suggesting that there is a relationship between learning styles and critical thinking. Certain links between learning styles and critical thinking were supported in given settings and given nursing student populations. Further field exploration is required. Copyright © 2013 Elsevier Ltd. All rights reserved.

38 CFR 21.7153 - Progress and conduct.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Bill-Active Duty) Pursuit of Courses § 21.7153 Progress and conduct. (a) Satisfactory pursuit of... must maintain satisfactory progress. VA will discontinue educational assistance if the individual does not maintain satisfactory progress. Progress is unsatisfactory if the individual does not...

ACE

NASA Technical Reports Server (NTRS)

Lumia, R.

1999-01-01

This document describes the progress made during the fourth year of the Center for Autonomous Control Engineering (ACE). We currently support 30 graduate students, 52 undergraduate students, 9 faculty members, and 4 staff members. Progress will be divided into two categories. The first category explores progress for ACE in general. The second describes the results of each specific project supported within ACE.

Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

Learning Progressions, Vertical Scales, and Testable Hypotheses: Promising Intuitions and Points for Clarification

ERIC Educational Resources Information Center

Maul, Andrew

2015-01-01

Briggs and Peck [in "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"] call for greater care in the conceptualization of the target attributes of students, or "what it is that is growing from grade to grade." In particular, they argue that learning progressions can…

A Progression of Fraction Schemes Common to Chinese and U.S. Students

ERIC Educational Resources Information Center

Norton, Anderson; Wilkins, Jesse L. M.; Xu, Cong ze

2018-01-01

Through their work on the Fractions Project, Steffe and Olive (2010) identified a progression of fraction schemes that describes students' development toward more and more sophisticated ways of operating with fractions. Although several quantitative studies have affirmed this progression, the question has remained open as to whether it is specific…

Initial Progress Rates as Related to Performance in a Personalized System of Instruction

ERIC Educational Resources Information Center

Henneberry, John K.

1976-01-01

Discusses research which explored the hypothesis that students who are fast starters in a personalized system of instruction psychology course would perform better and maintain faster course progress rates than slow starters. Findings indicate that students' starting pace is predictive of course performance and subsequent progress rates.…

MAPP (Monitoring Academic Progress Policy): Providing Advising Direction Through the Use of a Degree Auditing System.

ERIC Educational Resources Information Center

Severy, Lawrence J.; Slinger, Peter J.

1996-01-01

Describes a computerized partial degree auditing system, MAPP (Monitoring Academic Progress Policy), developed at the University of Florida to monitor students' progress into appropriate majors and apply institutional policy concerning degrees. The system generates letters directing students to advisors when needed. Discusses advantages for…

The Effects of Instructor Differences Upon Student Progress in Naval Aviation Training. Medical Research Progress No. 4.

ERIC Educational Resources Information Center

Waag, Wayne L.; Shannon, Richard H.

The investigation attempted to determine: whether instructor differences could be measured quantitatively; if such differences affected the grades which they assigned; if such differences affected the student's progress through the flight training program. Using an unstructured rating form, it was found that reliable instructor differences could…

Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

A learning progression based teaching module on the causes of seasons

NASA Astrophysics Data System (ADS)

Galano, S.

2016-03-01

In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

Effects of Inclusion Classrooms on Academic Achievement of Students with Learning Disabilities and Students in General Education

ERIC Educational Resources Information Center

Ware, Sharon

2016-01-01

The purpose of this study was threefold: (a) to examine the academic progress of students in reading, who have a learning disability in reading, as they transfer from pull-out support services to inclusion services; and (b) to examine the academic progress of general education students in reading, as they transfer from a general education setting…

Creating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress toward Meeting High-Stakes Standards

ERIC Educational Resources Information Center

Espin, Christine; Wallace, Teri; Lembke, Erica; Campbell, Heather; Long, Jeffrey D.

2010-01-01

In this study, we examined the reliability and validity of curriculum-based measures (CBM) in reading for indexing the performance of secondary-school students. Participants were 236 eighth-grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1-, 2-, and 3-minute reading aloud and 2-, 3-, and…

Medical students' perceptions of the patient-centredness of the learning environment.

PubMed

Wilcox, Mark V; Orlando, Megan S; Rand, Cynthia S; Record, Janet; Christmas, Colleen; Ziegelstein, Roy C; Hanyok, Laura A

2017-02-01

Patient-centred care is an important aspect of quality health care. The learning environment may impact medical students' adoption of patient-centred behaviours. All medical students at a single institution received an anonymous, modified version of the Communication, Curriculum, and Culture instrument that measures patient-centredness in the training environment along three domains: role modelling, students' experience, and support for patient-centred behaviours. We compared domain scores and individual items by class year and gender, and qualitatively analyzed responses to two additional items that asked students to describe experiences that demonstrated varying degrees of patient-centredness. Year 1 and 2 students reported greater patient-centredness than year 3 and 4 students in each domain: role modelling (p = 0.03), students' experience (p = <0.001), and support for patient-centred behaviours (p < 0.001). Female students reported less support for patient-centred behaviours compared with male students (p = 0.03). Qualitative analysis revealed that explicit patient-centred curricula and positive role modelling fostered patient-centredness. Themes relating to low degrees of patient-centredness included negative role modelling and students being discouraged from being patient-centred. Students' perceptions of the patient-centredness of the learning environment decreased as students progressed through medical school, despite increasing exposure to patients. Qualitative analysis found that explicit patient-centred curricula cultivated patient-centred attitudes. Role modelling impacted student perceptions of patient-centredness within the learning environment.

The attractiveness of family medicine among Polish medical students.

PubMed

Gowin, Ewelina; Horst-Sikorska, Wanda; Michalak, Michał; Avonts, Dirk; Buczkowski, Krzysztof; Lukas, Witold; Korman, Tomasz; Litwiejko, Alicja; Chlabicz, Sławomir

2014-06-01

In many developed countries tuning supply and demand of medical doctors is a continuous challenge to meet the ever changing needs of community and individual patients. The long study period for medical doctors creates the opportunity to observe the current career preferences of medical students and evolution in time. To investigate the career choices of Polish students in different stages of their medical education. Medical students at five Polish medical universities were questioned about their career aspirations in the first, third and sixth year. A total of 2020 students were recruited for the survey. Among first year students 17% preferred family medicine as final career option, compared to 20% in the third year, and 30% in the sixth year (significant trend, P < 0.0001). In particular, female students prefer family medicine: 71% women versus 62% women in the group with a preference for a non-family medicine orientation (P = 0.008). Medical students rejecting a career as a family doctor stated that the impossibility to work in a hospital environment was the determining factor. The opportunity for professional development seems to be an important determining factor in the choice of a medical specialty in Poland. The proportion of Polish students choosing family medicine increases during their progress in medical education, with one third of students interested in a career in family medicine by year six.

Using portfolios to assess learning in chemistry: One school's story of evolving assessment practice

NASA Astrophysics Data System (ADS)

Weaver, Starlin Dawn

The purpose of this study was to investigate the process of implementing an alternative form of assessment in chemistry classrooms. The current reform of science education involves the implementation of varied forms of instruction; it stands to reason that assessment will evolve with the curriculum (Baxter, Shavelson, Goldman & Pine, 1992). In an era for which the exclusive use of multiple-choice and similar tests i.e., fill-in the-blank, matching, and true/false are inappropriate measures of student abilities (Hamm & Adams, 1991), portfolios can offer a suitable alternative assessment, as well as a means for evaluation (Paulson, Paulson & Meyer, 1991). This study was conducted in a small math, science and technology high school and focused on three individual teachers and twelve of their students. The research focused on how teachers defined portfolios and implemented this assessment tool in their classrooms and how students and teachers perceived the use and value of the process. This study employed qualitative methodology using individual interviews, document analyses, and classroom observations. Data sources included documents, transcripts of interviews and fieldnotes. The primary research questions were: How do the teachers define and implement portfolios? How do the teachers' definitions of portfolios change during implementation? What are the students' understandings of portfolios and how they are used and do the students' understandings change? What do teachers and students believe portfolios represent regarding the learning that occurs in the science classroom? and What do the data collected via this study demonstrate about portfolios as a valid means of assessing student progress? The teachers' and students' definitions addressed four of the six components of portfolios identified in the literature. Both groups recognized a defined use, evidence, student and teacher made decisions, and reflection as key portfolio elements. Each group failed to identify the components of a defined goal and teacher student conferences. Portfolios were viewed by the teachers and students as a valuable tool. This value was defined in terms of student self assessment and evaluation, teacher assessment and evaluation, college admission, goal setting, promotion of student organizational skills and recognition of student success.

Two-Way Bilingual Education: A Progress Report on the Amigos Program. Research Report: 7.

ERIC Educational Resources Information Center

Cazabon, Mary; And Others

The progress report on the Amigos two-way bilingual education program in the Cambridge (Massachusetts) public schools describes: research on the achievement in mathematics, Spanish, and English of Amigos students and students in control/comparison groups; data gathered on students' and parents' attitudes toward bilingualism and biculturalism;…

Measuring Student Progress in the Classroom: A Guide to Testing and Evaluating Progress of Students with Disabilities.

ERIC Educational Resources Information Center

Hartman, Rhona C.; Redden, Martha Ross

This fact sheet provides guidelines on adapting testing situations for disabled postsecondary students. Discussed in the first section are considerations in determining when testing adaptations are needed including disability verification procedures, policy consistency, and maintenance of academic and technical standards. Facts about disabilities…

Ku I Ke Ao: Hawaiian Cultural Identity and Student Progress at Kamehameha Elementary School

ERIC Educational Resources Information Center

Stender, Robert Holoua

2010-01-01

The relationship between Hawaiian cultural identity and student progress at Kamehameha Elementary School (KES) is the focal point of this study. As the student demographics continue to evolve at Kamehameha Schools, most recently with increasing numbers of children coming from orphan and indigent backgrounds, teachers want greater understanding of…

Characteristics of Students on Academic or Progress Probation, Spring 1992 through Spring 1995.

ERIC Educational Resources Information Center

Southwestern Coll., Chula Vista, CA.

Between spring 1992 and spring 1995, California's Southwestern College (SWC) conducted a study on the characteristics of students on academic or progress probation. The study was done as part of the Matriculation Research and Evaluation Plan to assess academic outcomes for SWC students. The report explores the demographic and educational…

The Impact of Task Difficulty and Performance Scores on Student Engagement and Progression

ERIC Educational Resources Information Center

Lynch, Raymond; Patten, James Vincent; Hennessy, Jennifer

2013-01-01

Background: This article considers the impact of differential task difficulty on student engagement and progression within an Irish primary school context. Gaining and maintaining student engagement during learning tasks such as homework is a significant and understandable on-going challenge for teachers. The findings of this study hold the…

Monitoring Progress of Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Rose, Susan

2007-01-01

Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress.…

Advising and Progress in the Community College STEM Transfer Pathway

ERIC Educational Resources Information Center

Packard, Becky Wai-Ling; Jeffers, Kimberly C.

2013-01-01

Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursuing science…

Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper-Pencil Assessments

ERIC Educational Resources Information Center

Worrell, Jamie; Duffy, Mary Lou; Brady, Michael P.; Dukes, Charles; Gonzalez-DeHass, Alyssa

2016-01-01

Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an…

Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education

ERIC Educational Resources Information Center

Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy

2018-01-01

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…

Empirical Validation of a Modern Genetics Progression Web for College Biology Students

ERIC Educational Resources Information Center

Todd, Amber; Romine, William L.

2017-01-01

Research in learning progressions (LPs) has been essential towards building understanding of how students' ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of "progression webs" to…

Excellence in the Classroom

ERIC Educational Resources Information Center

Governor's Business Council (Texas), 2006

2006-01-01

Texas has made good progress in education since the school reform movement began in earnest 15 years ago. State test scores are up for all groups of students in all grades in all subjects. On the National Assessment of Educational Progress, Texas is close to the top in student performance in math, and has finally begun to make real progress in…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard; Kamps, Debra

2017-01-01

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M.

2017-01-01

Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

A Method to Reveal Fine-Grained and Diverse Conceptual Progressions during Learning

ERIC Educational Resources Information Center

Lombard, François; Merminod, Marie; Widmer, Vincent; Schneider, Daniel K.

2018-01-01

Empirical data on learners' conceptual progression is required to design curricula and guide students. In this paper, we present the Reference Map Change Coding (RMCC) method for revealing students' progression at a fine-grained level. The method has been developed and tested through the analysis of successive versions of the productions of eight…

Probabilities and predictions: modeling the development of scientific problem-solving skills.

PubMed

Stevens, Ron; Johnson, David F; Soller, Amy

2005-01-01

The IMMEX (Interactive Multi-Media Exercises) Web-based problem set platform enables the online delivery of complex, multimedia simulations, the rapid collection of student performance data, and has already been used in several genetic simulations. The next step is the use of these data to understand and improve student learning in a formative manner. This article describes the development of probabilistic models of undergraduate student problem solving in molecular genetics that detailed the spectrum of strategies students used when problem solving, and how the strategic approaches evolved with experience. The actions of 776 university sophomore biology majors from three molecular biology lecture courses were recorded and analyzed. Each of six simulations were first grouped by artificial neural network clustering to provide individual performance measures, and then sequences of these performances were probabilistically modeled by hidden Markov modeling to provide measures of progress. The models showed that students with different initial problem-solving abilities choose different strategies. Initial and final strategies varied across different sections of the same course and were not strongly correlated with other achievement measures. In contrast to previous studies, we observed no significant gender differences. We suggest that instructor interventions based on early student performances with these simulations may assist students to recognize effective and efficient problem-solving strategies and enhance learning.

Vocational choices made by alumni of the Leadership Program for Veterinary Students at Cornell University.

PubMed

Fraser, David R; Parker, John S L; McGregor, Douglas D

2016-10-01

OBJECTIVE To compare vocational aspirations and outcomes of participants in the 10-week Leadership Program for Veterinary Students at Cornell University. DESIGN Survey. SAMPLE Veterinary students who participated in the program between 1990 and 2013. PROCEDURES Questionnaires that sought information about the career aspirations of participants at the beginning and end of the program were reviewed, along with records documenting the career progression of participants, audio recordings of interviews conducted with students, and notes of vocation-oriented counseling sessions held during each year's program. RESULTS At the conclusion of the program, 143 of 174 (82%) participants indicated they were more likely than not to undertake research training after completing their veterinary degree, compared with 106 of 174 (61%) at the beginning. Participation also stimulated interest in residency training and industry, but did little to promote interest in careers in government or the military. The percentage of participants who indicated they were more likely than not to pursue additional training in private practice decreased from 97 of 174 (56%) at the beginning of the program to 75 of 174 (43%) at the end. Information on career progression was available for 391 individuals, of whom 177 (45%) were pursuing careers of the kind envisioned by the program. However, 189 (48%) participants had a career in general or specialty clinical practice. CONCLUSIONS AND CLINICAL RELEVANCE The Leadership Program appeared to have a short-term influence on careers anticipated by program participants. However, a substantial proportion pursued careers in clinical practice after graduation.

Patterns of drug use from adolescence to young adulthood: III. Predictors of progression.

PubMed Central

Yamaguchi, K; Kandel, D B

1984-01-01

Possible linkages of influence among classes of drugs in the observed sequential progression from adolescence to young adulthood are investigated through event history analyses. Three stages are examined: initiation to marijuana, to the use of other illicit drugs, and to prescribed psychoactive drugs. The data are based on a follow-up cohort of former adolescents representative of high school students in grade 10 and 11 in New York State who were reinterviewed nine years later at ages 24-25. The sequential order between alcohol and/or cigarettes and marijuana reflects not only the effect of the use of legal drugs on marijuana initiation, but also age effects on onset of these drugs, controlling for individual characteristics measured in adolescence; marijuana use by one's friends in adolescence is an additional important predictor of marijuana initiation. Prior use of marijuana is necessary for progression to other illicit drugs. Multiple factors are involved in the progression to prescribed drugs, with adolescent depressive symptomatology and use of other illicit drugs important for both sexes, and maternal use of psychoactive drugs, dropping out of school, and prior use of marijuana of additional importance for women. Although licit drugs influence initiation into marijuana independently of age effects, it is especially for the progression from marijuana to other illicit drugs that the earlier drug is associated with the progression to a higher stage drug. PMID:6742253

Designing for students' science learning using argumentation and classroom debate

NASA Astrophysics Data System (ADS)

Bell, Philip Laverne

1998-12-01

This research investigates how to design and introduce an educational innovation into a classroom setting to support learning. The research yields cognitive design principles for instruction involving scientific argumentation and debate. Specifically, eighth-grade students used a computer learning environment to construct scientific arguments and to participate in a classroom debate. The instruction was designed to help students integrate their science understanding by debating: How far does light go, does light die out over distance or go forever until absorbed? This research explores the tension between focusing students' conceptual change on specific scientific phenomena and their development of integrated understanding. I focus on the importance of connecting students' everyday experiences and intuitions to their science learning. The work reported here characterizes how students see the world through a filter of their own understanding. It explores how individual and social mechanisms in instruction support students as they expand the range of ideas under consideration and distinguish between these ideas using scientific criteria. Instruction supported students as they engaged in argumentation and debate on a set of multimedia evidence items from the World-Wide-Web. An argument editor called SenseMaker was designed and studied with the intent of making individual and group thinking visible during instruction. Over multiple classroom trials, different student cohorts were increasingly supported in scientific argumentation involving systematic coordination of evidence with theoretical ideas about light. Students' knowledge representations were used as mediating "learning artifacts" during classroom debate. Two argumentation conditions were investigated. The Full Scope group prepared to defend either theoretical position in the debate. These students created arguments that included more theoretical conjectures and made more conceptual progress in understanding light. The Personal Scope group prepared to defend their original opinion about the debate. These students produced more acausal descriptions of evidence and theorized less in their arguments. Regardless of students' prior knowledge of light, the Full Scope condition resulted in a more integrated understanding. Results from the research were synthesized in design principles geared towards helping future designers. Sharing and refining cognitive design principles offers a productive focus for developing a design science for education.

Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

2011-12-01

Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

Cultivating Diversity and Competency in STEM: Challenges and Remedies for Removing Virtual Barriers to Constructing Diverse Higher Education Communities of Success.

PubMed

Whittaker, Joseph A; Montgomery, Beronda L

2012-01-01

The need to increase the number of college graduates in Science, Technology, Engineering, and Mathematics (STEM) disciplines is a national issue. As the demographics of the United States' population grow increasingly more diverse, the recognition that students of color are disproportionately under-represented among those individuals successful at completing STEM degrees requires exigent and sustained intervention. Although a range of efforts and funding have been committed to increasing the success of under-represented minority (URM) students at primarily white, or majority, institutions, widespread progress has been slow. Simultaneously, Historically Black Colleges and Universities and Minority Serving Institutions have demonstrated disproportionate successes in graduating URM students with STEM degrees and those that proceed to completing graduate-level degrees in the sciences. The differential successes of particular institutions with promoting the achievement of diverse individuals in obtaining academic STEM degrees suggest that with committed and strategic leadership, advancements in creating academic communities that promote the success of a diverse range of students in STEM can be achieved in part through assessing and mitigating environmental barriers that impede success at majority institutions. In this paper, we address issues related to the engagement of URM students in majority settings and describe some efforts that have shown success for promoting diversity in STEM and highlight continuing issues and factors associated with cultivating diversity in academic STEM disciplines at majority institutions. Recommended efforts include addressing academic assistance, professional and cultural socialization issues and institutional environmental factors that are associated with success or lack thereof for URMs in STEM.

An electronic portfolio for quantitative assessment of surgical skills in undergraduate medical education.

PubMed

Sánchez Gómez, Serafín; Ostos, Elisa María Cabot; Solano, Juan Manuel Maza; Salado, Tomás Francisco Herrero

2013-05-06

We evaluated a newly designed electronic portfolio (e-Portfolio) that provided quantitative evaluation of surgical skills. Medical students at the University of Seville used the e-Portfolio on a voluntary basis for evaluation of their performance in undergraduate surgical subjects. Our new web-based e-Portfolio was designed to evaluate surgical practical knowledge and skills targets. Students recorded each activity on a form, attached evidence, and added their reflections. Students self-assessed their practical knowledge using qualitative criteria (yes/no), and graded their skills according to complexity (basic/advanced) and participation (observer/assistant/independent). A numerical value was assigned to each activity, and the values of all activities were summated to obtain the total score. The application automatically displayed quantitative feedback. We performed qualitative evaluation of the perceived usefulness of the e-Portfolio and quantitative evaluation of the targets achieved. Thirty-seven of 112 students (33%) used the e-Portfolio, of which 87% reported that they understood the methodology of the portfolio. All students reported an improved understanding of their learning objectives resulting from the numerical visualization of progress, all students reported that the quantitative feedback encouraged their learning, and 79% of students felt that their teachers were more available because they were using the e-Portfolio. Only 51.3% of students reported that the reflective aspects of learning were useful. Individual students achieved a maximum of 65% of the total targets and 87% of the skills targets. The mean total score was 345 ± 38 points. For basic skills, 92% of students achieved the maximum score for participation as an independent operator, and all achieved the maximum scores for participation as an observer and assistant. For complex skills, 62% of students achieved the maximum score for participation as an independent operator, and 98% achieved the maximum scores for participation as an observer or assistant. Medical students reported that use of an electronic portfolio that provided quantitative feedback on their progress was useful when the number and complexity of targets were appropriate, but not when the portfolio offered only formative evaluations based on reflection. Students felt that use of the e-Portfolio guided their learning process by indicating knowledge gaps to themselves and teachers.

Development of professional expertise in optometry.

PubMed

Faucher, Caroline

2011-04-01

Development of professional expertise is the gradual transition from novice to expert within a profession. Studies on expertise in the profession of optometry have never been published. However, many studies have been performed in other health professions (e.g., nursing, medicine, physical therapy, occupational therapy). This report is an overview of the development of professional expertise that will highlight some applications for optometry. A 5-level scale of professional expertise development, divided into 2 parts, is described. The first part is the progression of students during their professional studies (novice, intermediate, competent). The second part is the professional development occurring during the practice years (advanced, expert). Personal and collective efforts are required to foster the progression toward expertise. Great interest for the profession, motivation, and deliberate practice are individual attitudes that help this progression. The "optometric community of practice," by means of university (professional) training, continuing education, and collaboration between colleagues, also contributes to this process. Professional development is an integral part of the Optometric Oath. Each clinical case is a potential learning experience contributing to one's professional development. Optometrists' attitudes are predominant factors in the progression from one level to another. Copyright © 2011 American Optometric Association. Published by Elsevier Inc. All rights reserved.

A Longitudinal Study of Junior High School Students' Conceptions of the Structure of Materials

ERIC Educational Resources Information Center

Margel, Hannah; Eylon, Bat-Sheva; Scherz, Zahava

2008-01-01

This longitudinal study investigated the progression in junior high school (JHS) students' conceptions of the structure of matter while studying a new instructional approach dealing with "Materials." In particular, we studied the progression of students' learning along two dimensions: (a) the conceptual model; and (b) the context of application.…

The Relationship between Types of Paragraphs and Topic Progression Used in Paragraphs Written by Iranian EFL Students

ERIC Educational Resources Information Center

Ghabanchi, Zargham; Alavi, Sahar Zahed

2011-01-01

Using Lautmatti's (1978) framework, this study examines the types of topic progression techniques used in 120 paragraphs written by 40 Iranian undergraduate students. Each student was asked to write three types of paragraphs; namely, those of comparison and contrast, cause-effect, and chronology. The present study investigates the relationship…

Add+VantageMR® Assessments: A Case Study of Teacher and Student Gains

ERIC Educational Resources Information Center

Briand, Cathy

2013-01-01

This case study analyzes the effect of the Add+VantageMRRTM (AVMR) program on a teacher's pedagogy and on her students' progress in mathematics. AVMR, a professional development program in early mathematics, trains teachers to assess their students' progress and apply those insights to their teaching pedagogy. The AVMR assessment uses a…

Progression in High School Students' (Aged 16-18) Conceptualizations about Chemical Reactions in Solution.

ERIC Educational Resources Information Center

Boo, Hong-Kwen; Watson, J. R.

2001-01-01

Explores the development over time of students' understandings of the concept of chemical reaction in the context of two familiar reactions in solution. Based on interviews (n=48), results show that students made some progress in their understanding of the concept of chemical reaction but some fundamental misconceptions remained. (Author/MM)

Student Perceptions of the Progress Test in Two Settings and the Implications for Test Deployment

ERIC Educational Resources Information Center

Wade, Louise; Harrison, Chris; Hollands, James; Mattick, Karen; Ricketts, Chris; Wass, Val

2012-01-01

Background: The Progress Test (PT) was developed to assess student learning within integrated curricula. Whilst it is effective in promoting and rewarding deep approaches to learning in some settings, we hypothesised that implementation of the curriculum (design and assessment) may impact on students' preparation for the PT and their learning.…

A Visualization System for Predicting Learning Activities Using State Transition Graphs

ERIC Educational Resources Information Center

Okubo, Fumiya; Shimada, Atsushi; Taniguchi, Yuta

2017-01-01

In this paper, we present a system for visualizing learning logs of a course in progress together with predictions of learning activities of the following week and the final grades of students by state transition graphs. Data are collected from 236 students attending the course in progress and from 209 students attending the past course for…

An Examination of 40 Years of Mathematics Education among Norwegian Braille-Reading Students

ERIC Educational Resources Information Center

Klingenberg, Oliv G.; Fosse, Per; Augestad, Liv Berit

2012-01-01

Introduction: The study presented here estimated the occurrence of braille-reading students in Norway who were educated according to their grade-level progression in mathematics from 1967 to 2007. It also analyzed the association among these students' progression in mathematics and the causes of visual impairment, the age at which the diagnosis…

Fundamental Research in Engineering Education. Identifying and Repairing Student Misconceptions in Thermal and Transport Science: Concept Inventories and Schema Training Studies

ERIC Educational Resources Information Center

Miller, Ronald L.; Streveler, Ruth A.; Yang, Dazhi; Roman, Aidsa I. Santiago

2011-01-01

This paper summarizes progress on two related lines of chemical engineering education research: 1) identifying persistent student misconceptions in thermal and transport science (fluid mechanics, heat transfer, and thermodynamics); and, 2) developing a method to help students repair these misconceptions. Progress on developing the Thermal and…

Assessing and Interpreting Student Progress: Evaluating the Competency in the Preparation of Teachers.

ERIC Educational Resources Information Center

Stolworthy, Reed L.

The purpose of this study was to determine the adequacy of the preparation provided by the teacher preparation program at Washburn University (Kansas) relative to the competency of assessing and interpreting student progress. Answers were sought to the following questions: (1) How does the student teacher evaluate his/her competence in regards to…

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition.

PubMed

Duijzer, Carolien A C G; Shayan, Shakila; Bakker, Arthur; Van der Schaaf, Marieke F; Abrahamson, Dor

2017-01-01

Proportional reasoning is important and yet difficult for many students, who often use additive strategies, where multiplicative strategies are better suited. In our research we explore the potential of an interactive touchscreen tablet application to promote proportional reasoning by creating conditions that steer students toward multiplicative strategies. The design of this application (Mathematical Imagery Trainer) was inspired by arguments from embodied-cognition theory that mathematical understanding is grounded in sensorimotor schemes. This study draws on a corpus of previously treated data of 9-11 year-old students, who participated individually in semi-structured clinical interviews, in which they solved a manipulation task that required moving two vertical bars at a constant ratio of heights (1:2). Qualitative analyses revealed the frequent emergence of visual attention to the screen location halfway along the bar that was twice as high as the short bar. The hypothesis arose that students used so-called "attentional anchors" (AAs)-psychological constructions of new perceptual structures in the environment that people invent spontaneously as their heuristic means of guiding effective manual actions for managing an otherwise overwhelming task, in this case keeping vertical bars at the same proportion while moving them. We assumed that students' AAs on the mathematically relevant points were crucial in progressing from additive to multiplicative strategies. Here we seek farther to promote this line of research by reanalyzing data from 38 students (aged 9-11). We ask: (1) What quantitative evidence is there for the emergence of AAs?; and (2) How does the transition from additive to multiplicative reasoning take place when solving embodied proportions tasks in interaction with the touchscreen tablet app? We found that: (a) AAs appeared for all students; (b) the AA-types were few across the students; (c) the AAs were mathematically relevant (top of the bars and halfway along the tall bar); (d) interacting with the tablet was crucial for the AAs' emergence; and (e) the vast majority of students progressed from additive to multiplicative strategies (as corroborated with oral utterances). We conclude that touchscreen applications have the potential to create interaction conditions for coordinating action and perception into mathematical cognition.

Characterizing the development of students' understandings regarding the second law of thermodynamics: Using learning progressions to illuminate thinking in high school chemistry

NASA Astrophysics Data System (ADS)

Cunningham, Kevin D.

As demonstrated by their emphasis in the new, national, science education standards, learning progressions (LPs) have become a valuable means of informing teaching and learning. LPs serve this role by isolating the key components of central skills and understandings, and by describing how those abilities and concepts tend to develop over time among students in a particular context. Some LPs also identify common challenges students experience in learning specific content and suggest methods of instruction and assessment, particularly ways in which difficulties can be identified and addressed. LPs are research-based and created through the integration of content analyses and interpretations of student performances with respect to the skills and understandings in question. The present research produced two LPs portraying the development of understandings associated with the second law of thermodynamics as evidenced by the evolving explanations for the spontaneity and irreversibility of diffusion and the cooling of a hot object constructed periodically by twenty students over two consecutive years in high school chemistry. While the curriculum they experienced did not emphasize the processes of diffusion and cooling or the second law and its applications, these students received prolonged instruction regarding key aspects of the particulate nature of matter. Working in small groups and as individuals, they were also taught and regularly expected to create, test, and revise particulate-based, conceptual models to account for the properties and behavior of a wide variety of common phenomena. Although some students quickly exhibited dramatic improvements in explaining and understanding the phenomena of interest, conceptual development for most was evolutionary rather than revolutionary, and success in explaining one phenomenon did not generally translate into successes in explaining related but different phenomena. Few students reached the uppermost learning goals of either LP, but the results of this study nevertheless provide valuable guidance in ways that the desired understandings can be cultivated in more students. These cognitive models of learning can provide teachers with valuable information capable of supporting improvements in instructional techniques and materials, assessment tools and methods, and perhaps even their own understandings of fundamental, scientific concepts.

Darkness and near work: myopia and its progression in third-year law students.

PubMed

Loman, Jane; Quinn, Graham E; Kamoun, Layla; Ying, Gui-Shuang; Maguire, Maureen G; Hudesman, David; Stone, Richard A

2002-05-01

To evaluate myopia prevalence, myopia progression, and various potential myopia risk factors in third-year law students. Cross-sectional study and survey. One hundred seventy-nine third-year law students at the University of Pennsylvania. We administered a questionnaire to assess the prevalence of myopia, myopia progression, and risk factors, including near work, family history, and daily light/dark exposure. We conducted a screening eye examination to ascertain myopia status. Myopia was defined as the mean spherical equivalent of the two eyes of 5.6 hours of darkness per day (95% vs. 80%, P = 0.07). To account for possible confounding effects of risk factors with myopia progression, logistic regression with categorization of the continuous exposure variables (hours of near work, sleep, and darkness) above or below median values weakened the near work association (odds ratio 1.8, 95% confidence interval 0.5-6.7, P = 0.35) but continued to identify darkness association with daily hours of darkness (odds ratio 4.8, 95% confidence interval 1.0 >/= 23.3, P < 0.05). Among the 77 students with myopia onset before college, those with

STEM Education: An Incongruous Approach A Proposed Reform Model for a Large Suburban High School

NASA Astrophysics Data System (ADS)

Hughes, Patricia A.

It is unknown how the school can best influence the variables that determine pursuance of science study and career choice to bring about greater opportunity to learn challenging science curriculum for all students and promote Science Technology Engineering and Mathematics (STEM) education. Student decisions regarding the type of science class to elect in early secondary school years can impact their progression and academic success in subsequent rigorous and challenging offerings. Parents, counselors, peers, gender, socio-economic status and individual experience in previous coursework are variables of consideration. The purpose of this study is to examine these variables in a large suburban New Jersey School District aligned to STEM and Advanced Placement level course choice by students. Information regarding the influence of the variables can lead to a reform of the approach toward STEM education currently in place. The study will include a historical reflection of the approach to curriculum revision in the district. Increasing student enrollment in science courses beyond the required number stipulated for high school completion will open opportunities for entrance into STEM related careers or continued post secondary science study.

Consistency of nature of science views across scientific and socio-scientific contexts

NASA Astrophysics Data System (ADS)

Khishfe, Rola

2017-03-01

The purpose of the investigation was to investigate the consistency of NOS views among high school students across different scientific and socio-scientific contexts. A total of 261 high school students from eight different schools in Lebanon participated in the investigation. The schools were selected based on different geographical areas in Lebanon and the principals' consent to participate in the study. The investigation used a qualitative design to compare the responses of students across different contexts/topics. All the participants completed a five-item open-ended questionnaire, which includes five topics addressing scientific and socio-scientific contexts. The items of the questionnaire addressed the empirical, tentative, and subjective aspects of NOS. Quantitative and qualitative analyses were conducted to answer the research questions. Results showed that participants' views of the emphasised NOS aspects were mostly inconsistent. Plus, there was variance in participants' views of NOS between scientific and socio-scientific issues. Discussion of the results related to differential developmental progression, contextual factors, social constructivist perspective, different domains of knowledge, and students' individual differences.

Adolescent suicide prevention.

PubMed

Novick, Lloyd F; Cibula, Donald A; Sutphen, Sally M

2003-05-01

This case-prevention of adolescent suicide-is one of a series of teaching cases in the Case-Based Series in Population-Oriented Prevention (C-POP). It has been developed for use in medical school and residency prevention curricula. The complete set of cases is presented in this supplement to the American Journal of Preventive Medicine. This teaching case examines the issue of prevention of adolescent and young adult suicide both at an individual and at a population or community level, using data from the Onondaga County Health Department. In the first section of the case, students are asked to determine whether five deaths related to falling or jumping at a local shopping mall should be considered to be suicidal deaths. Students then develop skills in the reporting as well as in the epidemiology of adolescent suicidal deaths in Onondaga County. As the case progresses, students analyze the results of a local surveillance study of suicidal attempts and ideation. The case concludes with students evaluating a hypothetical screening study intended to reduce the risk of suicidal death and discussing a research design to examine the effectiveness of this prevention strategy.

"They're Too Focused on Being Progressive to Actually Be Progressive": Understanding the Lived Experience of Progressivism at a Liberal Arts College

ERIC Educational Resources Information Center

Lane, Amy; Fraser, Abigail; Eathorne, Jamie; Lawrence, Roxann; Meyer, Kylie; Morton, Brittany; Sullivan, Sarah

2015-01-01

This article investigates to what extent students' experiences at a small liberal arts college reflect the institutional commitment to progressive thinking and practice. Through in-depth interviews across two studies carried out in 2012 and 2014, the authors found students reported that they felt institutional-level multicultural programming can…

Some Thoughts on "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"

ERIC Educational Resources Information Center

Kingston, Neal M.; Broaddus, Angela; Lao, Hongling

2015-01-01

Briggs and Peck (2015) have written a thought-provoking article on the use of learning progressions in the design of vertical scales that support inferences about student growth. Organized learning models, including learning trajectories, learning progressions, and learning maps have been the subject of research for many years, but more recently…

Making Progress: The Use of Multiple Progress Reports to Enhance Advertising Students' Media Plan Term Projects

ERIC Educational Resources Information Center

Kritz, Gary H.; Lozada, Hector R.; Long, Mary M.

2007-01-01

Since the AACSB mandates that students demonstrate effective oral and written communication skills, it is imperative that business professors do what is necessary to improve such skills. The authors investigate whether the use of using multiple progress reports in an Advertising class project improves the final product. The data results show that…

Reading Achievement of U.S. Fourth-Grade Students in an International Context: First Look at the Progress in International Reading Literacy Study (PIRLS) 2016 and ePIRLS 2016. NCES 2018-017

ERIC Educational Resources Information Center

Warner-Griffin, Catharine; Liu, Huili; Tadler, Chrystine; Herget, Debbie; Dalton, Ben

2017-01-01

The Progress in International Reading Literacy Study (PIRLS) is an international assessment of student performance in reading literacy at the fourth grade. PIRLS measures students in the fourth year of formal schooling because this is typically when students' learning transitions from a focus on "learning to read" to a focus on…

Blood Donor Deferral among Students in Northern Japan: Challenges Ahead

PubMed Central

Ngoma, Alain Mayindu; Goto, Aya; Nollet, Kenneth E.; Sawamura, Yoshihiro; Ohto, Hitoshi; Yasumura, Seiji

2014-01-01

Summary Background As Japan's aging society needs more blood, young students comprise a progressively smaller portion of the donor pool. To ensure a safe and sustainable blood supply, it is crucial to select suitable donors. This study aims to evaluate donor deferral rates, causes of deferral, and characteristics of deferred Japanese students. Methods Computerized records of blood centers in northern Japan (Miyagi and Fukushima Prefectures) from March 2010 through March 2011 were retrospectively analyzed. Results Among 231,361 individuals visiting during the 12-month period, 24,778 were students. Of these, 19,193 (77%) attempted donation, and 5,585 (23%) were deferred. Low hemoglobin, questionnaire-based interview decisions, and medication were the main reasons for temporary deferral. Age, sex, and blood center location were associated with low hemoglobin; donation history and blood center location were associated with medication-based deferral. The odds ratio among female students deferred for low hemoglobin was 35.48 with a 95% CI of 27.74–45.38. Conclusions These results suggest that continued efforts are needed to motivate deferred potential donors to return, to prevent low hemoglobin especially among females, and to review medical interview decisions, while paying close attention to regional differences. PMID:25254020

A Taxonomy of Introductory Physics Concepts.

NASA Astrophysics Data System (ADS)

Mokaya, Fridah; Savkar, Amit; Valente, Diego

We have designed and implemented a hierarchical taxonomic classification of physics concepts for our introductory physics for engineers course sequence taught at the University of Connecticut. This classification can be used to provide a mechanism to measure student progress in learning at the level of individual concepts or clusters of concepts, and also as part of a tool to measure effectiveness of teaching pedagogy. We examine our pre- and post-test FCI results broken down by topics using Hestenes et al.'s taxonomy classification for the FCI, and compare these results with those found using our own taxonomy classification. In addition, we expand this taxonomic classification to measure performance in our other course exams, investigating possible correlations in results achieved across different assessments at the individual topic level. UCONN CLAS(College of Liberal Arts and Science).

Starting a learning progression for agricultural literacy: A qualitative study of urban elementary student understandings of agricultural and science education benchmarks

NASA Astrophysics Data System (ADS)

Hess, Alexander Jay

Science and agriculture professional organizations have argued for agricultural literacy as a goal for K-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and system reform. While grade-span specific benchmarks for gauging agri-food system literacy have been developed, little attention has been paid to existing ideas individuals hold about the agri-food system, how these existing ideas relate to benchmarks, how experience shapes such ideas, or how ideas change overtime. Developing a body of knowledge on students' agri-food system understandings as they develop across K-12 grades can ground efforts seeking to promote a learning progression toward agricultural literacy. This study compares existing perceptions held by 18 upper elementary students from a large urban center in California to agri-food system literacy benchmarks and examines the perceptions against student background and experiences. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Constructivist theoretical perspectives framed the study. No student had ever grown their own food, raised a plant, or cared for an animal. Participation in school fieldtrips to farms or visits to a relative's garden were agricultural experiences most frequently mentioned. Students were able to identify common food items, but could not elaborate on their origins, especially those that were highly processed. Students' understanding of post-production activities (i.e. food processing, manufacturing, or food marketing) was not apparent. Students' understanding of farms reflected a 1900's subsistence farming operation commonly found in a literature written for the primary grades. Students were unaware that plants and animals were selected for production based on desired genetic traits. Obtaining food from areas with favorable growing conditions and supporting technology (such as transportation and refrigeration) was an understanding lacking in the group. Furthermore, most spoilage prevention technologies employed today were not an expressed part of student's schema. Students' backgrounds and experiences did not appear to support the development of a robust agri-food system schema. An agricultural science and technology schema appears poorly developed in each of the students.

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.

Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

ERIC Educational Resources Information Center

Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.

2018-01-01

This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students,…

Determinants of Timely Completion: The Impact of Bachelor's Degree Programme Characteristics and Student Motivation on Study Progress

ERIC Educational Resources Information Center

Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Torenbeek, M.

2013-01-01

Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics,…

Foundations of Formative Assessment: Introducing a Learning Progression to Guide Preservice Physics Teachers' Video-Based Interpretation of Student Thinking

ERIC Educational Resources Information Center

von Aufschnaiter, Claudia; Alonzo, Alicia C.

2018-01-01

Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students' thinking; however, research is needed to investigate whether and how an LP can be used to support…

The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students

ERIC Educational Resources Information Center

Abdolhosseini, Amir; Keikhavani, Sattar; Hasel, Kourosh Mohammadi

2011-01-01

This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120…

Analyzing Students' Learning Progressions throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

ERIC Educational Resources Information Center

Hernández, María Isabel; Couso, Digna; Pintó, Roser

2015-01-01

The study we have carried out aims to characterize 15-to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual…

Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators

ERIC Educational Resources Information Center

Forster, Natalie; Souvignier, Elmar

2011-01-01

The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To…

Factors related to progression and graduation rates for RN-to-bachelor of science in nursing programs: searching for realistic benchmarks.

PubMed

Robertson, Sue; Canary, Cheryl Westlake; Orr, Marsha; Herberg, Paula; Rutledge, Dana N

2010-03-01

Measurement and analysis of progression and graduation rates is a well-established activity in schools of nursing. Such rates are indices of program effectiveness and student success. The Commission on Collegiate Nursing Education (2008), in its recently revised Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, specifically dictated that graduation rates (including discussion of entry points, timeframes) be calculated for each degree program. This context affects what is considered timely progression to graduation. If progression and graduation rates are critical outcomes, then schools must fully understand their measurement as well as interpretation of results. Because no national benchmarks for nursing student progression/graduation rates exist, schools try to set expectations that are realistic yet academically sound. RN-to-bachelor of science in nursing (BSN) students are a unique cohort of baccalaureate learners who need to be understood within their own learning context. The purposes of this study were to explore issues and processes of measuring progression and graduation rates in an RN-to-BSN population and to identify factors that facilitate/hinder their successful progression to work toward establishing benchmarks for success. Using data collected from 14 California schools of nursing with RN-to-BSN programs, RN-to-BSN students were identified as generally older, married, and going to school part-time while working and juggling family responsibilities. The study found much program variation in definition of terms and measures used to report progression and graduation rates. A literature review supported the use of terms such as attrition, retention, persistence, graduation, completion, and success rates, in an overlapping and sometimes synonymous fashion. Conceptual clarity and standardization of measurements are needed to allow comparisons and setting of realistic benchmarks. One of the most important factors identified in this study is the potentially prolonged RN-to-BSN timeline to graduation. This underlines the need to look beyond standardized educational norms for graduation rates and consider the realities of "persistence" by which these students are successful in completing their studies. It also raises the question of whether student success and program success/effectiveness are two separate measures or two separate events on one progression timeline. While clarifying our thinking about success in this population of students, the study raised many questions that warrant further research and debate.

The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Kindergarten. Technical Report # 0921

ERIC Educational Resources Information Center

Alonzo, Julie; Tindal, Gerald

2009-01-01

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…

Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability To Solve Chemistry Problems: A Lakatosian Interpretation.

ERIC Educational Resources Information Center

Niaz, Mansoor

The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what Lakatos (1970) in the history of science refers to as progressive 'problemshifts' that increase the explanatory' heuristic power of the models.…

Building Bridges to Diversity in Graduate Physics & Astronomy: The Fisk-Vanderbilt Masters-to-PhD Bridge Program

NASA Astrophysics Data System (ADS)

Stassun, Keivan G.

2006-12-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a clearly defined structure that is flexible enough to address individual student needs while maintaining clearly communicated baseline standards for student performance. A key precept of the program’s philosophy is to eliminate passivity in student mentoring; students are deliberately groomed to successfully transition into the PhD program through active involvement in research experiences with future PhD advisers, coursework that demonstrates competency in core PhD subject areas, and frequent interactions with joint mentoring committees. This approach allows student progress and performance to be monitored and evaluated in a more holistic manner than usually afforded by limited metrics such as standardized tests. Since its inception in 2004, the program has attracted a total of 18 underrepresented students, with a retention rate of 90%. Recent research indicates that minority students are nearly twice as likely as non-minority students to seek a Masters degree en route to the PhD. In essence, the Bridge program described here builds upon this increasingly important pathway, with a dedicated mentoring process designed to ensure that the Masters-to-PhD transition is a successful one.

High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: Contributions of inquiry-based activities and exemplary graphics

NASA Astrophysics Data System (ADS)

Roddy, Knight Phares, Jr.

The main research question of this study was: How do selected high school chemistry students' understandings of the elements, structure, and periodicity of the Periodic Table change as they participate in a unit study consisting of inquiry-based activities emphasizing construction of innovative science graphics? The research question was answered using a multiple case study/mixed model design which employed elements of both qualitative and quantitative methodologies during data collection and analyses. The unit study was conducted over a six-week period with 11th -grade students enrolled in a chemistry class. A purposive sample of six students from the class was selected to participate in interviews and concept map coconstruction (Wandersee & Abrams, 1993) periodically across the study. The progress of the selected students of the case study was compared to the progress of the class as a whole. The students of the case study were also compared to a group of high school chemistry students at a comparative school. The results show that the students from both schools left traditional instruction on the periodic table (lecture and textbook activities) with a very limited understanding of the topic. It also revealed that the inquiry-based, visual approach of the unit study helped students make significant conceptual progress in their understanding of the periodic table. The pictorial periodic table (which features photographs of the elements), used in conjunction with the graphic technique of data mapping, enhanced students understanding of the patterns of the physical properties of the elements on the periodic table. The graphic technique of compound mapping helped students learn reactivity patterns between types and groups of elements on the periodic table. The recreation of the periodic table with element cards created from the pictorial periodic table helped students progress in their understanding of periodicity and its key concepts. The Periodic Table Literacy Rubric (PTLR) proved to be a valuable tool for assessing students' conceptual progress, and helped to identify a critical juncture in the learning of periodicity. In addition, the PTLR rubric's historical-conceptual design demonstrates how the history of science can be used to inform today's science teaching.

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

PubMed Central

Carroll, Jamie M.; Muller, Chandra; Pattison, Evangeleen

2016-01-01

Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor’s degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out. PMID:27818527

Identifying the influence of gender on motivation and engagement levels in student physiotherapists.

PubMed

Edgar, Susan

2015-04-01

There is an increasing focus in higher education on the role of learner characteristics and their influence on academic performance. Educators are interested in how students engage with learning activities as they progress through the curriculum. A previous study highlighted gender effects in academic performance in student physiotherapists, despite comparable entry scores. The aim of this study was to determine variation in student motivation and engagement, across the four year levels of the physiotherapy program at The University of Notre Dame Australia while considering gender and age. A cross-sectional design was adopted surveying 233 students utilising the Motivation and Engagement Scale - University/College (MES-UC), to review motivational thoughts and behaviours influencing learning. RESULTS identified gender effects with males having on average significantly lower scores for planning, task management and persistence; and higher scores for disengagement from their studies. Females displayed higher average scores for anxiety particularly in their first year and final clinical year. RESULTS were consistent with gender effects noted in academic performance throughout the program for previous student cohorts. The application of the MES-UC early in course would highlight to educators the areas where intervention can be targeted. Early individualized intervention is recommended to address learner characteristics influencing performance.

The Flash of Insight in Teaching and Tutoring....AHA, Eureka, It Dawned On Me, Light Bulb, Bolt of Lightning, Zeus, Epiphany

NASA Astrophysics Data System (ADS)

Gurr, Henry S.

1999-11-01

The fact that students have serious and rigidly held misconceptions in introductory physics classes is a common theme in recent physics teaching literature. Telling, or lecturing, often can not “get through” to the student. An effective remedial technique uses the so called “Flash of Insight”,(a mental “barrier penetration”) which may be most reliably achieved in the context of individual student tutoring. This talk will discuss how the teacher, having identified a point of confusion or misconception may precipitate the Flash of Insight, whereby the misguided student can be changed to correct thinking. The Flash of Insight is somewhat mysterious because it happens spontaneously, with little warning, and largely uncontrolled by the person involved except for the apparent struggle of preparation. However the Flash of Insight event has quite regular autonomic body signals which may be used as a valuable diagnostic “tool” to interpret the student’s state of conceptual progress. The physics teacher who becomes proficient in recognizing the series of student body signals, (starting from fixed rigid posture plus blank face, then suddenly shifting to smiling face and free body motions) will study the debilitating ways in which student learning can be reduced to a helpless standstill.

Putting more ‘modern’ in modern physics education: a Knowledge Building approach using student questions and ideas about the universe

NASA Astrophysics Data System (ADS)

Wagner, Glenn

2017-03-01

Student-generated questions and ideas about our universe are the start of a rich and highly motivating learning environment. Using their curiosity-driven questions and ideas, students form Knowledge Building groups or ‘communities’ where they plan, set goals, design questions for research, and assess the progress of their work, tasks that were once under the control of the teacher. With the understanding that all knowledge and ideas are treated as improvable, students work collaboratively at their level of competency to share their knowledge, ideas and understandings gained from authoritative sources and laboratory activities. Over time, students work collectively to improve the knowledge and ideas of others that result in advances in understanding that benefit not only the individual but the community as a whole. Learning outcomes reported in this paper demonstrate that a Knowledge Building environment applied to introductory cosmology produced similar gains in knowledge and understanding surrounding foundational concepts compared to teacher-centred learning environments. Aside from new knowledge and understanding, students develop important skills and competencies such as question-asking, idea development, communication, collaboration that are becoming ever more important for 21st century living and working. Finally, the process of planning and initiating a Knowledge Building environment that produced the results reported in this paper is outlined.

The influence of personal qualities on performance and progression in a pre-registration nursing programme.

PubMed

Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2014-05-01

Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In nursing there has been limited investigation of the relationship between personal qualities and performance. Yet, reports of student incivility and a lack of compassion have prompted appeals to integrate the assessment of personal qualities into pre-registration nursing student selection. Before this can be done research is needed to explore the influence of students' personal qualities on programme performance and progression. This study explores the relationships between students' personal qualities and their academic and clinical performance, behaviours and progression through a pre-registration nursing programme in Australia. This longitudinal descriptive correlational study was undertaken with a sample of Australian pre-registration nursing students (n=138). Students' personal qualities were assessed using three personal qualities assessment (PQA) instruments. Outcome measures included grades in nursing theory and clinical courses, yearly grade point average, final clinical competency, progression (completion), class attendance and levels of life event stress. Significant correlations were found between academic performance and PQA scores for self-control, resilience and traits of aloofness, confidence and involvement. Final clinical competence was predicted by confidence and self-control scores. Students with higher empathy had higher levels of life event stress in their first year and class attendance had a positive correlation with self-control. Completing the programme in three years was weakly predicted by the measure of resilience. No difference was noted between extreme or non-extreme scorers on the PQA scales with respect to performance or progression. This sample of students' personal qualities was found to influence their academic and clinical performance and their ability to complete a pre-registration programme in three years. However, further research is required with larger cohorts to confirm the use of personal qualities assessment during selection. © 2013.

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition

PubMed Central

Duijzer, Carolien A. C. G.; Shayan, Shakila; Bakker, Arthur; Van der Schaaf, Marieke F.; Abrahamson, Dor

2017-01-01

Proportional reasoning is important and yet difficult for many students, who often use additive strategies, where multiplicative strategies are better suited. In our research we explore the potential of an interactive touchscreen tablet application to promote proportional reasoning by creating conditions that steer students toward multiplicative strategies. The design of this application (Mathematical Imagery Trainer) was inspired by arguments from embodied-cognition theory that mathematical understanding is grounded in sensorimotor schemes. This study draws on a corpus of previously treated data of 9–11 year-old students, who participated individually in semi-structured clinical interviews, in which they solved a manipulation task that required moving two vertical bars at a constant ratio of heights (1:2). Qualitative analyses revealed the frequent emergence of visual attention to the screen location halfway along the bar that was twice as high as the short bar. The hypothesis arose that students used so-called “attentional anchors” (AAs)—psychological constructions of new perceptual structures in the environment that people invent spontaneously as their heuristic means of guiding effective manual actions for managing an otherwise overwhelming task, in this case keeping vertical bars at the same proportion while moving them. We assumed that students’ AAs on the mathematically relevant points were crucial in progressing from additive to multiplicative strategies. Here we seek farther to promote this line of research by reanalyzing data from 38 students (aged 9–11). We ask: (1) What quantitative evidence is there for the emergence of AAs?; and (2) How does the transition from additive to multiplicative reasoning take place when solving embodied proportions tasks in interaction with the touchscreen tablet app? We found that: (a) AAs appeared for all students; (b) the AA-types were few across the students; (c) the AAs were mathematically relevant (top of the bars and halfway along the tall bar); (d) interacting with the tablet was crucial for the AAs’ emergence; and (e) the vast majority of students progressed from additive to multiplicative strategies (as corroborated with oral utterances). We conclude that touchscreen applications have the potential to create interaction conditions for coordinating action and perception into mathematical cognition. PMID:28228739

Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System.

PubMed

O'Brien, Celia Laird; Sanguino, Sandra M; Thomas, John X; Green, Marianne M

2016-11-01

Portfolios are a powerful tool to collect and evaluate evidence of medical students' competence across time. However, comprehensive portfolio assessment systems that are implemented alongside traditional graded curricula at medical schools in the United States have not been described in the literature. This study describes the development and implementation of a longitudinal competency-based electronic portfolio system alongside a graded curriculum at a relatively large U.S. medical school. In 2009, the authors developed a portfolio system that served as a repository for all student assessments organized by competency domain. Five competencies were selected for a preclerkship summative portfolio review. Students submitted reflections on their performance. In 2014, four clinical faculty members participated in standard-setting activities and used expert judgment and holistic review to rate students' competency achievement as "progressing toward competence," "progressing toward competence with some concern," or "progressing toward competence pending remediation." Follow-up surveys measured students' and faculty members' perceptions of the process. Faculty evaluated 156 portfolios and showed high levels of agreement in their ratings. The majority of students achieved the "progressing toward competence" benchmark in all competency areas. However, 31 students received at least one concerning rating, which was not reflected in their course grades. Students' perceptions of the system's ability to foster self-assessment were mixed. The portfolio review process allowed faculty to identify students with a concerning rating in a behavioral competency who would not have been identified in a traditional grading system. Identification of these students allows for intervention and early remediation.

Modeling manipulation in medical education.

PubMed

Dailey, Jason I

2010-05-01

As residents and medical students progress through their medical training, they are presented with multiple instances in which they feel they must manipulate the healthcare system and deceive others in order to efficiently treat their patients. This, however, creates a culture of manipulation resulting in untoward effects on trainees' ethical and professional development. Yet manipulation need not be a skill necessary to practice medicine, and steps should be taken by both individuals and institutions to combat the view that the way medicine must be practiced "in the real world" is somehow different from what one's affective moral sense implores.

Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2016

ERIC Educational Resources Information Center

DePaoli, Jennifer L.; Balfanz, Robert; Bridgeland, John

2016-01-01

The nation has achieved an 82.3 percent high school graduation rate--a record high. Graduation rates rose for all student subgroups, and the number of low-graduation-rate high schools and students enrolled in them dropped again, indicating that progress has had far-reaching benefits for all students. This report is the first to analyze 2014…

Content and Alignment of State Writing Standards and Assessments as Predictors of Student Writing Achievement: An Analysis of 2007 National Assessment of Educational Progress Data

ERIC Educational Resources Information Center

Troia, Gary A.; Olinghouse, Natalie G.; Zhang, Mingcai; Wilson, Joshua; Stewart, Kelly A.; Mo, Ya; Hawkins, Lisa

2018-01-01

We examined the degree to which content of states' writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state…

The Academic Performance of PVCC Students Transferring to Virginia Public Senior Institutions of Higher Education, 1990-91. PVCC Institutional Research Brief. Brief No. 92-3.

ERIC Educational Resources Information Center

Head, Ronald B.

Following a legislative mandate that required public four-year colleges and universities in Virginia to report the academic progress of community college transfer students, seven senior institutions submitted data to Piedmont Virginia Community College (PVCC) on the progress of PVCC transfer students. According to the submitted data, 176 PVCC…

Building a Learning Progression for Celestial Motion: An Exploration of Students' Reasoning about the Seasons

ERIC Educational Resources Information Center

Plummer, Julia D.; Maynard, L.

2014-01-01

We present the development of a construct map addressing the reason for the seasons, as a subset of a larger learning progression on celestial motion. Five classes of 8th grade students (N?=?38) participated in a 10-day curriculum on the seasons. We revised a hypothetical seasons construct map using a Rasch model analysis of students'…

The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451

ERIC Educational Resources Information Center

National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 1. Technical Report # 0919

ERIC Educational Resources Information Center

Alonzo, Julie; Tindal, Gerald

2009-01-01

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grade 1. These measures, available as part of easyCBM [TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools…

Idea Bank: Progress through Incentives: How One Music Program Helps Students Progress to Higher Levels of Musicianship

ERIC Educational Resources Information Center

Boyd, Joshua

2013-01-01

Students are motivated when they have a constant system of rewards. They have a desire to please others and be recognized. It was with this idea in mind that the Smokey Road Middle School Band in Newman, Georgia, started using the "Power in the Progress System" in 2011. This system, created by H. Dwight Satterwhite, a professor of music…

[Pharmacists in transition. Academy and Pharmacy in Mexico from 1833 to 1865].

PubMed

Morales-Cosme, Alba Dolores; Viesca-Treviño, Carlos

2016-01-01

From the second half of the 19th century, health disciplines went through an institutional and professional restructuring, which progressively altered the guild order that had characterized them to that point. In the case of Pharmacy, this process implied the generation of officially recognized spaces, as the chairs of Pharmacy and Medical Substance, founded during the Establecimiento de Ciencias Médicas (Establishment of Medical Sciences) (1833). In those spaces it was sought to institutionalize knowledge and modern practices related to Pharmacy. In this work we look over the first academic experience of the pharmaceutical community in that new space of instruction, based on the records belonging to the students enrolled in the Establecimiento de Ciencias Médicas from 1833 to 1865, year of the enrollment of the last generation. The information contained in those 163 records displays the way the pharmaceutical field was transformed, after the aforementioned restructuring. The reader will notice the diverse normativity, which regulated the joining of pharmacists to academic life (of which, until then, they were excluded). He will also realize how, among the first students enrolled in the Establecimiento de Ciencias Médicas, said normativity was broke in order to adapt it to the known ways of students and professors. Progressively, the guild instruction would be ousted by the institutional instruction (for example, the years of practice in the drugstores were rejected), so that the guild ways of teaching were changing to turn the pharmacist into an individual of institutional instruction.

Evaluation of quality of life (QoL) of students of the University of Third Age (U3A) on the basis of socio-demographic factors and health status.

PubMed

Zielińska-Więczkowska, Halina; Kędziora-Kornatowska, Kornelia; Ciemnoczołowski, Waldemar

2011-01-01

In times of the modern global societies, concern for QoL is a priority for gerontology, being an interdisciplinary field. The aim of this study was to assess the QoL of students of the U3A based on socio-demographic factors, subjectively reported diseases and/or discomfort, and well-being. The study comprised 257 students of the U3A in Poland, located in the city of Bydgoszcz. The study group consisted of 237 women and 20 men at an average age of 64.54 ± 6.01 years. The vast majority of the study group were married individuals and individuals with a secondary education. Just over half of the group stated that they are in good health and have no afflictions. All of the respondents were fully mobile. The QoL was assessed using the Polish version of the WHOQOL-Bref and the geriatric depression screening (GDS) scale. The QoL in its different areas balanced out at a medium level (average range: 13.30-13.87). The level of education of the U3A students proved to have a significant relation ith the environmental domain of QoL. No significant influence of age, gender, or marital statues on the QoL of the U3A students was found. A significant relation between subjectively reported diseases and/or discomfort with the QoL was demonstrated in the physical domain. Nearly 75% of the respondents showed no signs of depressive moods. The occurrence of depression indeed disrupted the QoL in all the studied domains, although least in the physical domain. Elderly individuals participating in permanent education display, in the face of progressive senile involution, average and at the same time stable parameters of QoL in all areas of functioning, which can be considered satisfactory, given this phase of life. The level of QoL of the U3A students significantly denotes the level of education of respondents, existing illnesses and afflictions, and the presents of depression. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module.

PubMed

Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry

2013-06-01

Wray et al. (2012) found that providing specialist 'add on' study skills sessions to students with SpLD increased the likelihood of progression and earlier identification. However, 48% of students identified as 'at risk' of having a SpLD did not pursue further assessment/support, which is of concern. OBJECTIVES/DESIGN/PARTICIPANTS/SETTINGS: The study aimed to explore the impact of embedding nine study skills sessions designed for students with SpLD into the mainstream curriculum on pre-registration nursing students in one HEI in the north of England. Two cohorts (September 2009 (n=257) and February 2010 (n=127)) took part; a total of 300 students completed a student feedback questionnaire (201 from September 2009, 99 from February 2010 (response rates of 87% and 80%)). The study used an outcome evaluation approach (Watson et al., 2008) to explore the impact of the sessions using a range of measures: (i) a student feedback questionnaire, (ii) length of time from registration to first contact with Disability Services, and (iii) progression data. Overall, the sessions were received very positively, especially those on essay writing, reflection and learning techniques. Students in the study cohorts made contact with Disability Services 4-6 weeks earlier than other cohorts; referrals were also higher. Equally, students with SpLD with access to study skills had higher rates of progression (e.g. 87% in 2009) than in years with no sessions (e.g. 62% in 2008); progression rates were comparable to their non-disabled peers. Mainstreaming what had previously been a reasonable adjustment made time- and resource-savings for the institution. Such approaches to embedding are important in encouraging and retaining talented and able students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Growth through Levels

ERIC Educational Resources Information Center

Thissen, David

2015-01-01

In "Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about Student Growth" (hereafter ULR), Briggs and Peck suggest that learning progressions could be used as the basis of vertical scales with naturally benchmarked descriptions of student proficiency. They propose and provide a single example of a…

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

Mentoring by design: integrating medical professional competencies into bioengineering and medical physics graduate training.

PubMed

Woods, Kendra V; Peek, Kathryn E; Richards-Kortum, Rebecca

2014-12-01

Many students in bioengineering and medical physics doctoral programs plan careers in translational research. However, while such students generally have strong quantitative abilities, they often lack experience with the culture, communication norms, and practice of bedside medicine. This may limit students' ability to function as members of multidisciplinary translational research teams. To improve students' preparation for careers in cancer translational research, we developed and implemented a mentoring program that is integrated with students' doctoral studies and aims to promote competencies in communication, biomedical ethics, teamwork, altruism, multiculturalism, and accountability. Throughout the program, patient-centered approaches and professional competencies are presented as foundational to optimal clinical care and integral to translational research. Mentoring is conducted by senior biomedical faculty and administrators and includes didactic teaching, online learning, laboratory mini-courses, clinical practicums, and multidisciplinary patient planning conferences (year 1); student development and facilitation of problem-based patient cases (year 2); and individualized mentoring based on research problems and progress toward degree completion (years 3-5). Each phase includes formative and summative evaluations. Nineteen students entered the program from 2009 through 2011. On periodic anonymous surveys, the most recent in September 2013, students indicated that the program substantially improved their knowledge of cancer biology, cancer medicine, and academic medicine; that the mentors were knowledgeable, good teachers, and dedicated to students; and that the program motivated them to become well-rounded scientists and scholars. We believe this program can be modified and disseminated to other graduate research and professional health care programs.

Exploring how students think: a new method combining think-aloud and concept mapping protocols.

PubMed

Pottier, Pierre; Hardouin, Jean-Benoit; Hodges, Brian D; Pistorius, Marc-Antoine; Connault, Jérome; Durant, Cécile; Clairand, Renaud; Sebille, Véronique; Barrier, Jacques-Henri; Planchon, Bernard

2010-09-01

A key element of medical competence is problem solving. Previous work has shown that doctors use inductive reasoning to progress from facts to hypotheses and deductive reasoning to move from hypotheses to the gathering of confirmatory information. No individual assessment method has been designed to quantify the use of inductive and deductive procedures within clinical reasoning. The aim of this study was to explore the feasibility and reliability of a new method which allows for the rapid identification of the style (inductive or deductive) of clinical reasoning in medical students and experts. The study included four groups of four participants. These comprised groups of medical students in Years 3, 4 and 5 and a group of specialists in internal medicine, all at a medical school with a 6-year curriculum in France. Participants were asked to solve four clinical problems by thinking aloud. The thinking expressed aloud was immediately transcribed into concept maps by one or two 'writers' trained to distinguish inductive and deductive links. Reliability was assessed by estimating the inter-writer correlation. The calculated rate of inductive reasoning, the richness score and the rate of exhaustiveness of reasoning were compared according to the level of expertise of the individual and the type of clinical problem. The total number of maps drawn amounted to 32 for students in Year 4, 32 for students in Year 5, 16 for students in Year 3 and 16 for experts. A positive correlation was found between writers (R = 0.66-0.93). Richness scores and rates of exhaustiveness of reasoning did not differ according to expertise level. The rate of inductive reasoning varied as expected according to the nature of the clinical problem and was lower in experts (41% versus 67%). This new method showed good reliability and may be a promising tool for the assessment of medical problem-solving skills, giving teachers a means of diagnosing how their students think when they are confronted with clinical problems.

Limited English Proficient Students: Progress of 2008-09 High School Cohort. Data Trends. D&A Report No. 13.14

ERIC Educational Resources Information Center

Baenen, Nancy

2013-01-01

Students with Limited English Proficiency (LEP) entering U.S. schools in grade 9 face a tight timeline to simultaneously learn English and graduate from high school in four or five years. This study focuses on student outcomes and progress indicators for the cohort of ninth graders new to WCPSS in 2008-09 who had limited English proficiency. Based…

Closing the Achievement Gap for Economically Disadvantaged Students? Analyzing Change since No Child Left Behind Using State Assessments and the National Assessment of Educational Progress

ERIC Educational Resources Information Center

Blank, Rolf K.

2011-01-01

A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central…

Monitoring Students' Academic & Disciplinary Progression.

ERIC Educational Resources Information Center

McDonald, Fred; Kellogg, Larry J.

This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

Storming the Citadel: The Fundamental Revolution Against Progressive Education.

ERIC Educational Resources Information Center

Vetterli, Richard

The first four chapters ("Progressive Education,""The Impact of Progressive Education,""The Remedies: Focusing on the Wrong Problems," and "Progressive Education Challenged") examine the deleterious effect that progressive education has had on student achievement and on society as a whole. The last five…

The progress test as a diagnostic tool for a new PBL curriculum.

PubMed

Al Alwan, I; Al-Moamary, M; Al-Attas, N; Al Kushi, A; AlBanyan, E; Zamakhshary, M; Al Kadri, H M F; Tamim, H; Magzoub, M; Hajeer, A; Schmidt, H

2011-12-01

The College of Medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) is running a PBL-based curriculum. A progress test was used to evaluate components of the basic medical and clinical sciences curriculum. To evaluate the performance of students at different levels of the college of medicine curriculum through USMLE-based test that focused on basic medical and clinical sciences topics. The USMLE-based basic medical and clinical sciences progress test has been conducted since 2007. It covers nine topics, including: anatomy; physiology; histology; epidemiology; biochemistry; behavioral sciences, pathology, pharmacology and immunology/microbiology. Here we analyzed results of three consecutive years of all students in years 1-4. There was a good correlation between progress test results and students' GPA. Progress test results in the clinical topics were better than basic medical sciences. In basic medical sciences, results of pharmacology, biochemistry, behavioral sciences and histology gave lower results than the other disciplines. Results of our progress test proved to be a useful indicator for both basic medical sciences and clinical sciences curriculum. Results are being utilized to help in modifying our curriculum.

Tracking student progress in a baccalaureate nursing program: academic indicators.

PubMed

Brennan, A L; Best, D G; Small, S P

1996-01-01

Identification of students "most likely to succeed" has long been a goal of educational institutions, from the perspective of both identifying valid and reliable admission criteria and decreasing attrition rates within a program. In this study, scholastic performance prior to admission to a baccalaureate nursing program was examined in relation to students' level of achievement in courses and their progression in the first two years of the program. Although their incoming averages indicated that both classes of students were at "low risk" for failure in university, only 60% of the 89 students in the two classes were progressing without interruption. Students who did well in high school tended to continue to do well in prerequisite university courses and later in nursing. Students who were behind in their class at the end of Year 1 or Year 2 in the nursing program had significantly lower mean averages on high school credits and on prerequisite university courses. These findings have implications for the admission and counselling of students and lead to the recommendation that similar studies across nursing programs and a prospective longitudinal study within the sampled program be carried out to validate and expand upon study findings.

Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response Tier 2 to Intervention

PubMed Central

Cho, Eunsoo; Compton, Donald L.; Fuchs, Doug; Fuchs, Lynn S.; Bouton, Bobette

2013-01-01

The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small group tutoring in a response-to-intervention model. First-grade students (n=134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in reading for 14 weeks. Student responsiveness to Tier 2 was assessed weekly with word identification fluency (WIF). A series of conditional individual growth curve analyses were completed that modeled the correlates of WIF growth (final level of performance and growth). Its purpose was to examine the predictive validity of DA in the presence of 3 sets of variables: static decoding measures, Tier 1 responsiveness indicators, and pre-reading variables (phonemic awareness, rapid letter naming, oral vocabulary, and IQ). DA was a significant predictor of final level and growth, uniquely explaining 3% – 13% of the variance in Tier 2 responsiveness depending on the competing predictors in the model and WIF outcome (final level of performance or growth). Although the additional variances explained uniquely by DA were relatively small, results indicate the potential of DA in identifying Tier 2 nonresponders. PMID:23213050

Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention.

PubMed

Cho, Eunsoo; Compton, Donald L; Fuchs, Douglas; Fuchs, Lynn S; Bouton, Bobette

2014-01-01

The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in reading for 14 weeks. Student responsiveness to Tier 2 was assessed weekly with word identification fluency (WIF). A series of conditional individual growth curve analyses were completed that modeled the correlates of WIF growth (final level of performance and growth). Its purpose was to examine the predictive validity of DA in the presence of three sets of variables: static decoding measures, Tier 1 responsiveness indicators, and prereading variables (phonemic awareness, rapid letter naming, oral vocabulary, and IQ). DA was a significant predictor of final level and growth, uniquely explaining 3% to 13% of the variance in Tier 2 responsiveness depending on the competing predictors in the model and WIF outcome (final level of performance or growth). Although the additional variances explained uniquely by DA were relatively small, results indicate the potential of DA in identifying Tier 2 nonresponders. © Hammill Institute on Disabilities 2012.

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Linn, Marcia C.

2016-02-01

Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

Let s make progress together!

NASA Astrophysics Data System (ADS)

Adriana, Mazare; Liliana, Gheorghian

2015-04-01

Let's make progress together! The "Theodor Balan" Secondary School in the urban area of Suceava County in northeastern Romania is involved in several different projects. In order to extend previous successful projects with the students, parents, teachers, businesses and local government representatives in science symposiums for civic projects within the concept of sustainable development, the school is continuing to develop various successful programs. "The battle" continues both in nature and in the classrooms, in order to preserve the environment and to discover new resources. To raise awareness about the importance of existing resources even at the level of individuals there is a constant concern for keeping up to date on what already exists and is well known, but at the same time to remove "barriers" and discover new horizons and resources. Scientific activities held in our school are an effective way to educate students and the community to which they belong. In our community, we discovered sources of drinking water polluted by nitrites from fertilizers used in agriculture. In order to inform and educate people in the area, our teachers have organized several educational activities. Its purpose was: -Knowledge of the importance of water for the environment and human health. -Reducing water pollution. Students have informed their families' about sustainable development acquired at school. In this way, the school manages to educate and change people's ideas. The ways and methods of adults' learning were practiced within a Grundtvig training course "It's never too late learning to learn" in February 2014, in Florence, Italy. The GIFT 2014 was a great occasion for the teachers and students, the county's educational department and the participants at the National Colloquia of Physics to discover new materials provided at the Conference and the latest news and topics in the world of science. The theme trips at the physics laboratories of "Alexandru Ioan Cuza" University in Iasi, Romania were important attractions for our students in the last three years due to the interesting experiences and its minerals museum. In order to be aware of the importance of animal and vegetable resources the students also visited the Botanical Gardens and the Natural Science Museum in Iasi. Our city and capital county, Suceava, hosted the International Astronomy Olympiad, and students wanted to know more about the stars. Equally popular among our students were the trips organized within the national event "Night of the researchers" at the astronomical observatory and planetarium in Suceava where they were fascinated by the stars, equipment and the new discoveries in the study of the cosmos. We keep in mind Henry Ford's words: "Coming together is the beginning. Keeping together is progress. Working together is success.

Learning Progressions & Climate Change

ERIC Educational Resources Information Center

Parker, Joyce M.; de los Santos, Elizabeth X.; Anderson, Charles W.

2015-01-01

Our society is currently having serious debates about sources of energy and global climate change. But do students (and the public) have the requisite knowledge to engage these issues as informed citizenry? The learning-progression research summarized here indicates that only 10% of high school students typically have a level of understanding…

Mathematics Framework for the 2013 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2012

2012-01-01

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

Relationship between Admission Selection Criteria and Academic Progression for Student Nurse Anesthetists

ERIC Educational Resources Information Center

Burns, Sharon M.

2009-01-01

Today's admission selection criteria require refinement with the intention of fostering academic progression for students entering nurse anesthesia programs (Reese, 2002).With the escalating cost of graduate education coupled with the current economic crisis, efforts by educational leaders to minimize attrition remains pivotal (Andrews, Johansson,…

Science Education Reform in Qatar: Progress and Challenges

ERIC Educational Resources Information Center

Said, Ziad

2016-01-01

Science education reform in Qatar has had limited success. In the Trends in International Mathematics and Science Study (TIMMS), Qatari 4th and 8th grade students have shown progress in science achievement, but they remain significantly below the international average. Also, in the Program for International Student Assessment (PISA), Qatari…

Pillars of Progress. Lumina Foundation Focus. Spring 2008

ERIC Educational Resources Information Center

Powell, David S., Ed.

2008-01-01

Minority-Serving Institutions (MSIs) often go above and beyond the call of duty to encourage engagement and provide support to traditionally underrepresented students. This issue of Lumina Foundation Focus magazine, titled "Pillars of progress," examines MSIs and their efforts to maximize student success. Following the President's Message, In…

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

ERIC Educational Resources Information Center

Clemens, Nathan H.; Soohoo, Michelle M.; Wiley, Colby P.; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J.; Yoon, Myeongsun

2018-01-01

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students (N = 137) of whom the majority was receiving supplemental intervention for reading skills…

The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

ERIC Educational Resources Information Center

Cordray, David S.; Pion, Georgine M.; Brandt, Chris; Molefe, Ayrin

2013-01-01

One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four…

Training General Education Pupils to Monitor Reading Using Curriculum-Based Measurement Procedures.

ERIC Educational Resources Information Center

Bentz, Johnell; And Others

1990-01-01

Although systematic monitoring of student progress has been associated with improved achievement, few teachers engage in progress monitoring because of testing-time requirements. Compared accuracy of 14 trained fourth- and fifth-grade general education students' curriculum-based reading assessments of second and third graders to accuracy of…

Establishing Benchmarks and Measuring Progress at "HSTW" Sites.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2010

2010-01-01

Schools that join the "High Schools That Work (HSTW)" network are expected to show progress in changing school and classroom practices in ways that improve student achievement and readiness for postsecondary studies and careers. They are expected to focus on practices that have proven most effective in advancing student achievement.…

Using Constant Time Delay to Teach Braille and the Nemeth Code for Mathematics and Science Notation to Students Making the Transition from Print to Braille

ERIC Educational Resources Information Center

Ivy, Sarah E.; Hooper, Jonathan D.

2015-01-01

Introduction: Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used…

Reviewing Reliability and Validity of Information for University Educational Evaluation

NASA Astrophysics Data System (ADS)

Otsuka, Yusaku

To better utilize evaluations in higher education, it is necessary to share the methods of reviewing reliability and validity of examination scores and grades, and to accumulate and share data for confirming results. Before the GPA system is first introduced into a university or college, the reliability of examination scores and grades, especially for essay examinations, must be assured. Validity is a complicated concept, so should be assured in various ways, including using professional audits, theoretical models, and statistical data analysis. Because individual students and teachers are continually improving, using evaluations to appraise their progress is not always compatible with using evaluations in appraising the implementation of accountability in various departments or the university overall. To better utilize evaluations and improve higher education, evaluations should be integrated into the current system by sharing the vision of an academic learning community and promoting interaction between students and teachers based on sufficiently reliable and validated evaluation tools.

Negotiating the Paris Agreement with the C-Learn Climate Simulator in an Interdisciplinary Undergraduate Climate Change Course

NASA Astrophysics Data System (ADS)

Straub, K. H.

2016-12-01

I teach an interdisciplinary course on modern climate change that attracts students from a variety of academic backgrounds. The class size is typically 20-25 students. The final exercise of the semester is an in-class simulation of the Paris Agreement negotiations, which integrates all of the topics the students have studied throughout the semester (science, politics, skeptic arguments, ethics, economics, etc.). For this exercise, we use the free online C-Learn climate simulator (https://www.climateinteractive.org/tools/c-learn/), but with several modifications from the suggested negotiation methodology. All but two students were assigned an individual country to represent within the larger groups "Developed," (e.g., US, EU, Australia), "Developing A" (e.g., China, India, Indonesia), and "Developing B" (e.g., Maldives, Haiti, Botswana). The remaining two students were assigned the roles of "Exxon Mobil" and "Greenpeace," to represent external lobbyists. Prior to the in-class negotiation, students completed an assignment on their individual role that required them to research their country's actual INDC and the projected impacts of a 2 degree C rise in average global temperature, as well as create "behavior rules" for their country to follow during the simulation. Lobbyists were given modified assignments. To make the simulation more complex and realistic, I assigned each actor an initial sum of money and created rules about the cost of emissions reductions. The goal of the simulation was to create an affordable timeline of emissions that kept the global temperature rise to less than 2 degrees C. Suggested emissions timelines were entered into the C-Learn online simulator during the activity to check progress toward the goal. Student feedback about the simulation was very positive. I had planned only one class period for the negotiations but students were so engaged that they asked for it to be extended into a second period. This exercise could easily be adapted to smaller or larger class sizes, and modified based on the knowledge base and experience level of the students.

A study of the development of scientific literacy in students of conservative Christian schools

NASA Astrophysics Data System (ADS)

Johns, Christopher D.

A collision of concepts often occurs within the science classrooms of Christian schools. Students are faced with the task of accommodating biblical teachings with science theories that are not only incompatible but often directly conflicting. Teachers in the Christian school must choose to what extent and how this conflicting information will be addressed. Students must manage the tension caused by this conflict and then determine their own belief systems. High-stakes achievement testing also plays a role in the curriculum and instruction of science in the Christian school as well as public schools. Science literacy, a lifelong pursuit of understanding of the physical world, can be a victim of instructional strategies aimed at promoting student success on a specific test covering a specific set of facts instead of a comprehensive plan developed for individual-specific growth. This study was designed to gain an understanding of science literacy development of the middle school student in the Christian school. This was accomplished by comparing the individual component scores of the science Indiana Statewide Testing for Educational Progress-Plus achievement test for a 3-year period of 5 Christian schools in Indiana to the overall state averages. Armed with this information, the study, in its second phase, included interviews of the 7th-grade science teachers of the included schools. The goal of the interviews was to provide meaning and substance to the score comparisons. The purpose of the study was to understand how the students in Christian schools compared to the overall population of students in areas of science that may conflict with their Biblical beliefs. Additionally, this study was developed to understand how the science teachers in Christian schools managed the conflict that develops between the Bible and theories of science. Findings from this study showed that students in Christian schools continue to score higher than the overall population of students in all content areas in the battery of the science test. Teachers attribute these scores to the multiple substantive discussions involving the competing views of the origin of Earth and man that occur in the classroom.

Promotion of self-directed learning using virtual patient cases.

PubMed

Benedict, Neal; Schonder, Kristine; McGee, James

2013-09-12

To assess the effectiveness of virtual patient cases to promote self-directed learning (SDL) in a required advanced therapeutics course. Virtual patient software based on a branched-narrative decision-making model was used to create complex patient case simulations to replace lecture-based instruction. Within each simulation, students used SDL principles to learn course objectives, apply their knowledge through clinical recommendations, and assess their progress through patient outcomes and faculty feedback linked to their individual decisions. Group discussions followed each virtual patient case to provide further interpretation, clarification, and clinical perspective. Students found the simulated patient cases to be organized (90%), enjoyable (82%), intellectually challenging (97%), and valuable to their understanding of course content (91%). Students further indicated that completion of the virtual patient cases prior to class permitted better use of class time (78%) and promoted SDL (84%). When assessment questions regarding material on postoperative nausea and vomiting were compared, no difference in scores were found between the students who attended the lecture on the material in 2011 (control group) and those who completed the virtual patient case on the material in 2012 (intervention group). Completion of virtual patient cases, designed to replace lectures and promote SDL, was overwhelmingly supported by students and proved to be as effective as traditional teaching methods.

Learning to Map the Earth and Planets using a Google Earth - based Multi-student Game

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Wild, S. C.; Dordevic, M.

2011-12-01

We report on progress in developing an interactive geological and geophysical mapping game employing the Google Earth, Google Moon, and Goole Mars virtual globes. Working in groups of four, students represent themselves on the Google Earth surface by selecting an avatar. One of the group drives to each field stop in a model vehicle using game-like controls. When they arrive at a field stop and get out of their field vehicle, students can control their own avatars' movements independently and can communicate with one another by text message. They are geo-fenced and receive automatic messages if they wander off target. Individual movements are logged and stored in a MySQL database for later analysis. Students collaborate on mapping decisions and submit a report to their instructor through a Javascript interface to the Google Earth API. Unlike real mapping, students are not restricted by geographic access and can engage in comparative mapping on different planets. Using newly developed techniques, they can also explore and map the sub-surface down to the core-mantle boundary. Virtual specimens created with a 3D scanner, Gigapan images of outcrops, and COLLADA models of mantle structures such as subducted lithospheric slabs all contribute to an engaging learning experience.

Promotion of Self-directed Learning Using Virtual Patient Cases

PubMed Central

Schonder, Kristine; McGee, James

2013-01-01

Objective. To assess the effectiveness of virtual patient cases to promote self-directed learning (SDL) in a required advanced therapeutics course. Design. Virtual patient software based on a branched-narrative decision-making model was used to create complex patient case simulations to replace lecture-based instruction. Within each simulation, students used SDL principles to learn course objectives, apply their knowledge through clinical recommendations, and assess their progress through patient outcomes and faculty feedback linked to their individual decisions. Group discussions followed each virtual patient case to provide further interpretation, clarification, and clinical perspective. Assessments. Students found the simulated patient cases to be organized (90%), enjoyable (82%), intellectually challenging (97%), and valuable to their understanding of course content (91%). Students further indicated that completion of the virtual patient cases prior to class permitted better use of class time (78%) and promoted SDL (84%). When assessment questions regarding material on postoperative nausea and vomiting were compared, no difference in scores were found between the students who attended the lecture on the material in 2011 (control group) and those who completed the virtual patient case on the material in 2012 (intervention group). Conclusion. Completion of virtual patient cases, designed to replace lectures and promote SDL, was overwhelmingly supported by students and proved to be as effective as traditional teaching methods. PMID:24052654

Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

PubMed

Islam, Mohammed A; Schweiger, Teresa A

2015-04-01

To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

Spatial problem-solving strategies of middle school students: Wayfinding with geographic information systems

NASA Astrophysics Data System (ADS)

Wigglesworth, John C.

2000-06-01

Geographic Information Systems (GIS) is a powerful computer software package that emphasizes the use of maps and the management of spatially referenced environmental data archived in a systems data base. Professional applications of GIS have been in place since the 1980's, but only recently has GIS gained significant attention in the K--12 classroom. Students using GIS are able to manipulate and query data in order to solve all manners of spatial problems. Very few studies have examined how this technological innovation can support classroom learning. In particular, there has been little research on how experience in using the software correlates with a child's spatial cognition and his/her ability to understand spatial relationships. This study investigates the strategies used by middle school students to solve a wayfinding (route-finding) problem using the ArcView GIS software. The research design combined an individual background questionnaire, results from the Group Assessment of Logical Thinking (GALT) test, and analysis of reflective think-aloud sessions to define the characteristics of the strategies students' used to solve this particular class of spatial problem. Three uniquely different spatial problem solving strategies were identified. Visual/Concrete Wayfinders used a highly visual strategy; Logical/Abstract Wayfinders used GIS software tools to apply a more analytical and systematic approach; Transitional Wayfinders used an approach that showed evidence of one that was shifting from a visual strategy to one that was more analytical. The triangulation of data sources indicates that this progression of wayfinding strategy can be correlated both to Piagetian stages of logical thought and to experience with the use of maps. These findings suggest that GIS teachers must be aware that their students' performance will lie on a continuum that is based on cognitive development, spatial ability, and prior experience with maps. To be most effective, GIS teaching strategies and curriculum development should also represent a progression that correlates to the learners' current skills and experience.

Latent class analysis of diagnostic science assessment data using Bayesian networks

NASA Astrophysics Data System (ADS)

Steedle, Jeffrey Thomas

2008-10-01

Diagnostic science assessments seek to draw inferences about student understanding by eliciting evidence about the mental models that underlie students' reasoning about physical systems. Measurement techniques for analyzing data from such assessments embody one of two contrasting assessment programs: learning progressions and facet-based assessments. Learning progressions assume that students have coherent theories that they apply systematically across different problem contexts. In contrast, the facet approach makes no such assumption, so students should not be expected to reason systematically across different problem contexts. A systematic comparison of these two approaches is of great practical value to assessment programs such as the National Assessment of Educational Progress as they seek to incorporate small clusters of related items in their tests for the purpose of measuring depth of understanding. This dissertation describes an investigation comparing learning progression and facet models. Data comprised student responses to small clusters of multiple-choice diagnostic science items focusing on narrow aspects of understanding of Newtonian mechanics. Latent class analysis was employed using Bayesian networks in order to model the relationship between students' science understanding and item responses. Separate models reflecting the assumptions of the learning progression and facet approaches were fit to the data. The technical qualities of inferences about student understanding resulting from the two models were compared in order to determine if either modeling approach was more appropriate. Specifically, models were compared on model-data fit, diagnostic reliability, diagnostic certainty, and predictive accuracy. In addition, the effects of test length were evaluated for both models in order to inform the number of items required to obtain adequately reliable latent class diagnoses. Lastly, changes in student understanding over time were studied with a longitudinal model in order to provide educators and curriculum developers with a sense of how students advance in understanding over the course of instruction. Results indicated that expected student response patterns rarely reflected the assumptions of the learning progression approach. That is, students tended not to systematically apply a coherent set of ideas across different problem contexts. Even those students expected to express scientifically-accurate understanding had substantial probabilities of reporting certain problematic ideas. The learning progression models failed to make as many substantively-meaningful distinctions among students as the facet models. In statistical comparisons, model-data fit was better for the facet model, but the models were quite comparable on all other statistical criteria. Studying the effects of test length revealed that approximately 8 items are needed to obtain adequate diagnostic certainty, but more items are needed to obtain adequate diagnostic reliability. The longitudinal analysis demonstrated that students either advance in their understanding (i.e., switch to the more advanced latent class) over a short period of instruction or stay at the same level. There was no significant relationship between the probability of changing latent classes and time between testing occasions. In all, this study is valuable because it provides evidence informing decisions about modeling and reporting on student understanding, it assesses the quality of measurement available from short clusters of diagnostic multiple-choice items, and it provides educators with knowledge of the paths that student may take as they advance from novice to expert understanding over the course of instruction.

Real-time Science and Educational Collaboration Online from the Indian Ocean

NASA Astrophysics Data System (ADS)

Wilson, R. H.; Sager, W. W.

2007-12-01

During Summer of 2007, scientists and students (via the web) jointly participated in research during the Ninety East Ridge Expedition (cruise KNOX06RR) . Staff organizers from Joint Oceanographic Institutions" JOI Learning and the Integrated Ocean Drilling Program planned and implemented an interactive website to allow students to directly participate with scientists during the site survey aboard the R/V Roger Revelle. Dr. Will Sager and middle school teacher Rory Wilson collaborated daily during the scientific expedition with science team, ship crew and students. From the outset, students were involved and helped to guide the program; this included coming up with the website name and initial design work. Communication with students included the website, individual and group emails and video conferences with student groups. Seven secondary schools from the USA, Europe, India and Thailand participated actively in the project from June to August. Students viewed daily updates on the website, sent in answers for weekly science challenge questions, and interacted with scientists and crew. Student participants learned about navigation, geophysics and petrology, as well as ship operations and technology. Students and educators tracked the expedition's progress in a multi-media environment. Website statistics were recorded; participation began well and increased during the expedition as more people became engaged with the website. All of the crew and scientists wrote self-profiles to help students learn about the range of ocean careers; several of the scientists and graduate students on board wrote or co- authored website articles for students. During this presentation, we will explore and review the major features of the outreach program using the Sea90e website to demonstrate how this real-time interaction engages students in science learning. We will discuss the benefits of collaboration for science and education in our "classroom at sea."

Explorers of the Universe: Interactive Collaborations via the Internet

NASA Astrophysics Data System (ADS)

Burks, G.

1999-05-01

This proposal details how self-directed case-based research with earth/space investigations, and instruction together with collaborative interactions with teachers, students, scientists, and university educators using metacognitive tools (e.g., concept maps, interactive vee diagrams, and thematic organizers), and innovative technology promotes meaningful learning in ways that differ from conventional and atypical educational settings. Our Explorers of the Universe Scientific/Literacy project (http://explorers.tsuniv.edu) promotes earth/space science inquires in non-conventional learning environments with middle, secondary, and postsecondary students. Outlined are programs and educational processes and outcomes that meet both local and national contexts for achieving meaningful learner-centered science and mathematics goals. All information is entered electronically by students and collected for analyses in a database at our TSU web server. Scientists and university educators review and respond to these postings of students by writing in their electronic notebooks, commenting on their concept maps and interactive vee diagrams, and guiding them to pertinent papers and journal articles. Teachers are active learners with their students. They facilitate the learning process by guiding students in their inquires, evoking discussions, and involving their students with other affiliated schools whose students may be engaged in similar research topics. Teachers manage their student electronic accounts by assigning passwords, determining the degree of portfolio sharing among students, and responding to student inquires. Students post their thoughts, progress, inquires, and data on their individualized electronic notebook. Likewise, they plan, carry out, and finalize their case-based research using electronic transmissions via e-mail and the Internet of their concept maps and interactive vee diagrams. Their peer-edited papers are posted on the WWW for others to read and react. The final process involves students developing CDs of their case research report, which serves as a longitudinal case for others to pursue.

Professional and personal enhancement: a pragmatic approach in dental education.

PubMed

Deivanayagam, Kandaswamy; K, Anbarasi

2016-06-01

Students of health education are often offended by the transitions and challenges they face while encountering diverse people, ideas and academic workloads. They may be offended because of reasons not only related to their societal background but also to their basic competence in managing transitions. In the Asian scenario, students enter the first year of professional education in their late teen age along with the definition of self which was created by their parents. There are different issues that arise in this age group that may positively shape or negatively affect the personalities of students. They need to achieve a sense of balance between personal and professional traits on their own. Several students are often unable to cultivate the expected required qualities, which leads to an abject state of mind and hinder their progress. We identified the most common personal and professional hurdles in the lives of dental students and we provided experiential solutions to overcome the hurdles by using a sociable approach through an integrated, continuing education program. Designing and implementing a cohesive, amalgamated and inspiring personal and professional enhancement action program for dental students. Feedback from students reflected that the needs and expectations of students vary with academic phase. In addition students expressed that this program series inculcated some positive skills, and overall, they are satisfied with the utility of the program. Personal and professional enhancement of students in accordance with individual needs as well as with expected requirements needs a committed administrative action plan. Our results in this context are encouraging and can be considered for application in dental institutions.

Myopic progression and dark focus variation in optometric students during the first academic year.

PubMed

Jiang, Bai-chuan; Schatz, Scott; Seger, Ken

2005-05-01

The aim of this research was to investigate the change in refractive error (RE) of optometric students during their first academic year and whether these changes relate to changes in their dark focus (DF). The RE and DF of 64 students were measured objectively every three months during the first academic year, a total of four times, using a Canon R-1 infrared optometer. Thirty-five of the 64 students had an additional RE and DF measurement three weeks immediately after their Summer vacation. Students completed a survey regarding the near work demands they experienced during the Winter break and the teaching semesters. Over nine months, the average RE of the students changed significantly from -2.22 +/- 1.93 (SD) D to -2.50 +/- 2.05 D (p = 0.0002). The rate of myopic progression averaged -0.37 dioptres per year. Inclusion of measurements taken on 35 students immediately after the Summer vacation showed that their change in RE during the Summer vacation was not significant (p = 0.79). For these subjects, the DF measured immediately after the vacation was significantly lower than the DF measured before the vacation (p = 0.007). The reduction in the DF after the vacations corresponded to a period of relative myopic stability in these subjects. The results of this study suggest that optometric students performing extensive near work are at risk of developing myopia. The variation of their DF values indicates the changing demand for near work during different periods of the year. After Winter and Summer vacations, the DF was lower and the myopic progression was suspended. These findings further support the notion that myopic progression is related to high near work demands and suggest that this progression can be slowed by a period of reduced near work, for example, vacation periods.

Pediatric Online Evidence-Based Medicine Assignment Is a Novel Effective Enjoyable Undergraduate Medical Teaching Tool: A SQUIRE Compliant Study.

PubMed

Kotb, Magd A; Elmahdy, Hesham Nabeh; Khalifa, Nour El Deen Mahmoud; El-Deen, Mohamed Hamed Nasr; Lotfi, Mohamed Amr N

2015-07-01

Evidence-based medicine (EBM) is delivered through a didactic, blended learning, and mixed models. Students are supposed to construct an answerable question in PICO (patient, intervention, comparison, and outcome) framework, acquire evidence through search of literature, appraise evidence, apply it to the clinical case scenario, and assess the evidence in relation to clinical context. Yet these teaching models have limitations especially those related to group work, for example, handling uncooperative students, students who fail to contribute, students who domineer, students who have personal conflict, their impact upon progress of their groups, and inconsistent individual acquisition of required skills. At Pediatrics Department, Faculty of Medicine, Cairo University, we designed a novel undergraduate pediatric EBM assignment online system to overcome shortcomings of previous didactic method and aimed to assess its effectiveness by prospective follow-up during academic years 2012 to 2013 and 2013 to 2014. The novel web-based online interactive system was tailored to provide sequential single and group assignments for each student. Single assignment addressed a specific case scenario question, while group assignment was teamwork that addressed different questions of same case scenario. Assignment comprised scholar content and skills. We objectively analyzed students' performance by criterion-based assessment and subjectively by anonymous student questionnaire. A total of 2879 were enrolled in 5th year Pediatrics Course consecutively, of them 2779 (96.5%) logged in and 2554 (88.7%) submitted their work. They were randomly assigned to 292 groups. A total of 2277 (89.15%) achieved ≥ 80% of total mark (4/5), of them 717 (28.1%) achieved a full mark. A total of 2178 (85.27%) and 2359 (92.36%) made evidence-based conclusions and recommendations in single and group assignment, respectively (P < 0.001). A total of 1102 (43.1%) answered student questionnaire, of them 898 (81.48%) found e-educational experience satisfactory, 175 (15.88%) disagreed, and 29 (2.6%) could not decide. A total of 964 (87.47%) found single assignment educational, 913 (82.84%) found group assignment educational, and 794 (72.3%) enjoyed it. Web-based online interactive undergraduate EBM assignment was found effective in teaching medical students and assured individual student acquisition of concepts and skills of pediatric EMB. It was effective in mass education, data collection, and storage essential for system and student assessment.

Gaps in Perspective: Who Should Be Responsible for Tracking Student Progress across Education Institutions? California Education Policy, Student Data, and the Quest to Improve Student Progress, Part I. Policy Brief

ERIC Educational Resources Information Center

Moore, Colleen; Grubb, Brock; Esch, Camille

2016-01-01

Conventional wisdom suggests that local educators tend to be wary of efforts by the state to gather more information from their institutions, due to the burdens that such requests often entail. But California's current education landscape, with its shift from state to local control of funding and accountability in the K-12 system, its massive…

Annual Report of the Secretary of Defense on Reserve Forces for Fiscal Year 1975

DTIC Science & Technology

1976-06-08

acquisition and distribution of equipment continued to be achieved. Progress was made in both filling uxisting shortfalls and in modernization and... progress of the KOTC flight instruction programs. vArmy Air Force Units Participating 200 56 161 Students Enrolled 412 436 2,036 Students Completed 321 361...Resurve Forces IV Current Status and Progress Made in 4 Strengthening the Reserve Components * A. General 4 1. 24 Division rorce 4 4ii 2. Total Force

Learning environment and emotional well-being: A qualitative study of undergraduate nursing students.

PubMed

Tharani, Ambreen; Husain, Yusra; Warwick, Ian

2017-12-01

Students can experience multiple stressors during their academic life which have an impact on their emotional health and academic progress. This study sought to explore students' understanding of and factors affecting their emotional well-being in an undergraduate nursing programme at a private nursing institution in Karachi, Pakistan. In this qualitative study, data were collected through individual semi-structured interviews using a self-designed guide from 16 participants in total, drawn from various years of the selected undergraduate programme. Participants noted that the quality of the 'learning environment' was a key influence on their emotional well-being. They highlighted faculty role and teaching approaches, academic expectations and availability of learning resources as important factors that affected their emotional well-being as well as their academic performance. Institutional support was also deemed important. Factors associated with a 'hidden curriculum' were found to be a threat to students' emerging sense of professionalism. Suggestions are given as to how the learning environment in the nursing programme under study can be improved to take into account students' emotional well-being. Emphasis needs to be laid on developing supportive faculty role to provide conducive learning environment and professional development of students. Efforts to develop stress-free academic environment with supportive institutional policies need to be considered. Copyright © 2017 Elsevier Ltd. All rights reserved.

Placement, Progress, and Promotion: ESL Assessment in California's Adult Schools

ERIC Educational Resources Information Center

Gonzalves, Lisa

2017-01-01

In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students then take these same state-approved tests throughout the academic year to demonstrate progress. As these tests assess only listening and reading skills, schools may use their own…

Development of an Empirically-Based Conditional Learning Progression for Climate Change

ERIC Educational Resources Information Center

Breslyn, Wayne; Drewes, Andrea; McGinnis, J. Randy; Hestness, Emily; Mouza, Chrystalla

2017-01-01

Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n = 294) and…

Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

ERIC Educational Resources Information Center

Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.

2015-01-01

The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course…

Learning by Doing: the Progressive Novella Project.

ERIC Educational Resources Information Center

Conroy, Michael G.

1996-01-01

States that the Progressive Novella Project for high school students involves the collaborative writing of a 35-50 page novella. Explains that prior to the actual writing process, students are educated in the basic elements of fiction writing. Describes the division of labor into groups. Comments that the results of the project are invariably…

Reflective Practice in the Ballet Class: Bringing Progressive Pedagogy to the Classical Tradition

ERIC Educational Resources Information Center

Zeller, Jessica

2017-01-01

This research seeks to broaden the dialogue on progressive ballet pedagogy through an examination of reflective practices in the ballet class. Ballet's traditional model of instruction has long required students to quietly comply with the pedagogue's directives, and it has thus become notorious for promoting student passivity. Despite strong…

Affective Domain Progression in Single-Sex and Coeducational Schools

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Salleh, Siti-Zahrani Binti Haji Md

2018-01-01

Students who study science in single-sex and coeducational schools have attracted lots of attention from the education community. However, changes to students' attitudes toward science as they progress to higher grades in these schools are not clearly understood. The aim of this study was to compare the changes in attitudes toward science among…

Quantitative Evaluation of Flexibility in Undergraduate Engineering Curricula in the United Arab Emirates

ERIC Educational Resources Information Center

Darwish, Naif A.; Qasim, Muhammad

2016-01-01

In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous…

Progress Report: Access and Persistence of Minority Students in the Arizona Universities.

ERIC Educational Resources Information Center

Cotera, Augustus S.; And Others

One of the working papers in the final report of the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness, this report presents statistical information on the progress of minority student access and persistence in the three Arizona Universities, Arizona's community colleges, and the Arizona Department of Education.…

Performance Plan: Progress Report, 3rd Quarter Fiscal Year 2000.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Student Financial Assistance.

The U.S. Department of Education Student Financial Assistance (SFA) outlines its three major objectives for fiscal year 2000 in its progress report. The objectives are: 1)customer satisfaction; 2) reduction in the overall cost of delivering student aid; and 3) employee satisfaction. Several new capabilities were added to the Direct Loan servicing…

Performance Plan: Progress Report 2nd Quarter Fiscal Year 2000.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Student Financial Assistance.

This document is progress report on the U.S. Department of Education's Student Financial Assistance (SFA) programs. Regarding its customer satisfaction objective, SFA notes that it looks to private sector leaders in e-commerce and promotes electronic services; offers electronic filing of the Free Application For Student Aid (FAFSA); offers most…

An Evaluation of the Effects of Graphic Aids in Improving Decision Accuracy in a Continuous Treatment Design

ERIC Educational Resources Information Center

Van Norman, Ethan R.; Nelson, Peter M.; Shin, Jae-Eun; Christ, Theodore J.

2013-01-01

Educators, school psychologists, and other professionals must evaluate student progress and decide to continue, modify, or terminate instructional programs to ensure student success. For this purpose, progress-monitoring data are often collected, plotted graphically, and visually analyzed. The current study evaluated the impact of three common…

Getting the Most Out of Progress Files and Personal Development Planning

ERIC Educational Resources Information Center

Croot, David; Gedye, Sharon

2006-01-01

Progress Files have been set by the government as a specific element of all higher education provision in England and "should consist of two elements: a transcript recording student achievement which should follow a common format devised by institutions collectively through their representative bodies; and a means by which students can …

Students' Progression of Understanding the Matter Concept from Elementary to High School

ERIC Educational Resources Information Center

Liu, Xiufeng; Lesniak, Kathleen M.

2005-01-01

Using the US national sample from the Third International Mathematics and Science Study (TIMSS) and the Rasch modeling method, this study identified the conceptual progression sequence of various matter concept aspects, and compared students' latent abilities against the sequence. We found that the four matter aspects, i.e. conservation, physical…

Patterns of Reasoning about Ecological Systemic Reasoning for Early Elementary Students

ERIC Educational Resources Information Center

Hokayem, H.

2016-01-01

Systems and system models are recognized as a crosscutting concept in the newly released framework for K-12 science education (NRC [National Research Council], 2012). In previous work, I developed a learning progression for systemic reasoning in ecology at the elementary level. The learning progression captured five levels of students' reasoning…

Developing interprofessional education online: An ecological systems theory analysis.

PubMed

Bluteau, Patricia; Clouder, Lynn; Cureton, Debra

2017-07-01

This article relates the findings of a discourse analysis of an online asynchronous interprofessional learning initiative involving two UK universities. The impact of the initiative is traced over three intensive periods of online interaction, each of several-weeks duration occurring over a three-year period, through an analysis of a random sample of discussion forum threads. The corpus of rich data drawn from the forums is interpreted using ecological systems theory, which highlights the complexity of interaction of individual, social and cultural elements. Ecological systems theory adopts a life course approach to understand how development occurs through processes of progressively more complex reciprocal interaction between people and their environment. This lens provides a novel approach for analysis and interpretation of findings with respect to the impact of pre-registration interprofessional education and the interaction between the individual and their social and cultural contexts as they progress through 3/4 years of their programmes. Development is mapped over time (the chronosystem) to highlight the complexity of interaction across microsystems (individual), mesosystems (curriculum and institutional/care settings), exosystems (community/wider local context), and macrosystems (national context and culture). This article illustrates the intricacies of students' interprofessional development over time and the interactive effects of social ecological components in terms of professional knowledge and understanding, wider appreciation of health and social care culture and identity work. The implications for contemporary pre-registration interprofessional education and the usefulness and applicability of ecological systems theory for future research and development are considered.

The Limitations of the GRE in Predicting Success in Biomedical Graduate School

PubMed Central

Moneta-Koehler, Liane; Brown, Abigail M.; Petrie, Kimberly A.; Evans, Brent J.; Chalkley, Roger

2017-01-01

Historically, admissions committees for biomedical Ph.D. programs have heavily weighed GRE scores when considering applications for admission. The predictive validity of GRE scores on graduate student success is unclear, and there have been no recent investigations specifically on the relationship between general GRE scores and graduate student success in biomedical research. Data from Vanderbilt University Medical School’s biomedical umbrella program were used to test to what extent GRE scores can predict outcomes in graduate school training when controlling for other admissions information. Overall, the GRE did not prove useful in predicating who will graduate with a Ph.D., pass the qualifying exam, have a shorter time to defense, deliver more conference presentations, publish more first author papers, or obtain an individual grant or fellowship. GRE scores were found to be moderate predictors of first semester grades, and weak to moderate predictors of graduate GPA and some elements of a faculty evaluation. These findings suggest admissions committees of biomedical doctoral programs should consider minimizing their reliance on GRE scores to predict the important measures of progress in the program and student productivity. PMID:28076356

Digital education and dynamic assessment of tongue diagnosis based on Mashup technique.

PubMed

Tsai, Chin-Chuan; Lo, Yen-Cheng; Chiang, John Y; Sainbuyan, Natsagdorj

2017-01-24

To assess the digital education and dynamic assessment of tongue diagnosis based on Mashup technique (DEDATD) according to specifific user's answering pattern, and provide pertinent information tailored to user's specifific needs supplemented by the teaching materials constantly updated through the Mashup technique. Fifty-four undergraduate students were tested with DEDATD developed. The effificacy of the DEDATD was evaluated based on the pre- and post-test performance, with interleaving training sessions targeting on the weakness of the student under test. The t-test demonstrated that signifificant difference was reached in scores gained during pre- and post-test sessions, and positive correlation between scores gained and length of time spent on learning, while no signifificant differences between the gender and post-test score, and the years of students in school and the progress in score gained. DEDATD, coupled with Mashup technique, could provide updated materials fifiltered through diverse sources located across the network. The dynamic assessment could tailor each individual learner's needs to offer custom-made learning materials. DEDATD poses as a great improvement over the traditional teaching methods.

The student perspective of high school laboratory experiences

NASA Astrophysics Data System (ADS)

Lambert, R. Mitch

High school science laboratory experiences are an accepted teaching practice across the nation despite a lack of research evidence to support them. The purpose of this study was to examine the perspective of students---stakeholders often ignored---on these experiences. Insight into the students' perspective was explored progressively using a grounded theory methodology. Field observations of science classrooms led to an open-ended survey of high school science students, garnering 665 responses. Twelve student interviews then focused on the data and questions evolving from the survey. The student perspective on laboratory experiences revealed varied information based on individual experience. Concurrent analysis of the data revealed that although most students like (348/665) or sometimes like (270/665) these experiences, some consistent factors yielded negative experiences and prompted suggestions for improvement. The category of responses that emerged as the core idea focused on student understanding of the experience. Students desire to understand the why do, the how to, and the what it means of laboratory experiences. Lacking any one of these, the experience loses educational value for them. This single recurring theme crossed the boundaries of age, level in school, gender, and even the student view of lab experiences as positive or negative. This study suggests reflection on the current laboratory activities in which science teachers engage their students. Is the activity appropriate (as opposed to being merely a favorite), does it encourage learning, does it fit, does it operate at the appropriate level of inquiry, and finally what can science teachers do to integrate these activities into the classroom curriculum more effectively? Simply stated, what can teachers do so that students understand what to do, what's the point, and how that point fits into what they are learning outside the laboratory?

Student-Led Conferences: Students Taking Responsibility

ERIC Educational Resources Information Center

Nauss, Sherri A.

2010-01-01

One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in…

Progression to problem drinking among Mexican American and White European first-year college students: a multiple group analysis.

PubMed

Schweizer, C Amanda; Doran, Neal; Roesch, Scott C; Myers, Mark G

2011-11-01

Problem drinking during college is a well-known phenomenon. However, predictors of progression to problematic drinking, particularly among ethnic minorities such as Mexican Americans, have received limited research attention. The current study compared the rates and predictors of problem drinking progression from the first to the second year of college among four groups: Mexican American men, Mexican American women, White European men, and White European women (N = 215). At baseline, participants were all first-year college students who scored as nonproblem drinkers on the Young Adult Alcohol Problems Screening Test (YAAPST). Participants were classified as progressors or stable nondrinkers/nonproblem drinkers based on YAAPST scores 12 months later. Hypothesized predictors of progression included behavioral undercontrol, negative emotionality, alcohol use expectancies, and cultural orientation (Mexican American sample only). Differences were anticipated between gender and ethnic groups in both progression rates and predictors of progression. Twenty-nine percent of the sample progressed to problematic drinking; however, no differences emerged by gender or ethnicity. For the full sample, higher behavioral undercontrol and higher negative emotionality significantly predicted progression. Differences in predictors were not found across gender and ethnic subgroups. The hypothesis that rates of progression to problem drinking would differ among the four gender and ethnic groups was not supported. Thus, although White European men are most often identified as at high risk for alcohol use problems, the present findings indicate that women and Mexican American students also should be targeted for prevention and/or intervention.

Using the tools of science to teach science

NASA Astrophysics Data System (ADS)

Wieman, C.

2005-12-01

Much of the rapid progress of modern science comes from its solid foundation on objective quantitative data, the rapid widespread dissemination and duplication of ideas, results, and successful approaches, and the rapid utilization of technological developments to achieve new capabilities. Unfortunately, scientists usually abandon these powerful tools in their approach to the teaching of science and instead rely on an approach that would be considered little more than individual superstition if used in the context of actual science. Choices of content and presentation in teaching are usually based on tradition or totally subjective judgments of the instructor. I will discuss my efforts to approach teaching physics much as I have done experimental physics. This includes: collecting and utilizing data (both my own and that from the research of others), developing a strategy for dealing with numerous degrees of freedom that one cannot control nearly as well as one would like (whether they are atomic interactions or student attitudes), optimizing the use of the time and money available, and taking advantage of useful new technology. The latter discussion will include some specifics on using technology that allows real time measurement of student learning and engagement in a large class and the development and use of interactive simulations to facilitate conceptual understanding. Achieving true understanding and appreciation of physics by introductory students is a major challenge. Fortunately, there is sufficient room for improvement in the current educational system that one can fall far short of that ideal and still be making major progress. Work supported by NSF and the Kavli Operating Institute

Assessing progression of clinical reasoning through virtual patients: An exploratory study.

PubMed

Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

2016-01-01

To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge. The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis. The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed. VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence. Copyright © 2015 Elsevier Ltd. All rights reserved.

Perceptions of a computer-based instruction system in special education: high school teachers and students views.

PubMed

Chiang, Hsin-Yu Ariel; Jacobs, Karen

2010-01-01

Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

Predicting reading outcomes with progress monitoring slopes among middle grade students

PubMed Central

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

2013-01-01

Effective implementation of response-to-intervention (RTI) frameworks depends on efficient tools for monitoring progress. Evaluations of growth (i.e., slope) may be less efficient than evaluations of status at a single time point, especially if slopes do not add to predictions of outcomes over status. We examined progress monitoring slope validity for predicting reading outcomes among middle school students by evaluating latent growth models for different progress monitoring measure-outcome combinations. We used multi-group modeling to evaluate the effects of reading ability, reading intervention, and progress monitoring administration condition on slope validity. Slope validity was greatest when progress monitoring was aligned with the outcome (i.e., word reading fluency slope was used to predict fluency outcomes in contrast to comprehension outcomes), but effects varied across administration conditions (viz., repeated reading of familiar vs. novel passages). Unless the progress monitoring measure is highly aligned with outcome, slope may be an inefficient method for evaluating progress in an RTI context. PMID:24659899

The role of environmental and individual characteristics in the development of student achievement: a comparison between a traditional and a problem-based-learning curriculum.

PubMed

Schauber, Stefan K; Hecht, Martin; Nouns, Zineb M; Kuhlmey, Adelheid; Dettmer, Susanne

2015-10-01

In medical education, the effect of the educational environment on student achievement has primarily been investigated in comparisons between traditional and problem-based learning (PBL) curricula. As many of these studies have reached no clear conclusions on the superiority of the PBL approach, the effect of curricular reform on student performance remains an issue. We employed a theoretical framework that integrates antecedents of student achievement from various psychosocial domains to examine how students interact with their curricular environment. In a longitudinal study with N = 1,646 participants, we assessed students in a traditional and a PBL-centered curriculum. The measures administered included students' perception of the learning environment, self-efficacy beliefs, positive study-related affect, social support, indicators of self-regulated learning, and academic achievement assessed through progress tests. We compared the relations between these characteristics in the two curricular environments. The results are two-fold. First, substantial relations of various psychosocial domains and their associations with achievement were identified. Second, our analyses indicated that there are no substantial differences between traditional and PBL-based curricula concerning the relational structure of psychosocial variables and achievement. Drawing definite conclusions on the role of curricular-level interventions in the development of student's academic achievement is constrained by the quasi-experimental design as wells as the selection of variables included. However, in the specific context described here, our results may still support the view of student activity as the key ingredient in the acquisition of achievement and performance.

Helping geoscience students improve their numeracy using online quizzes

NASA Astrophysics Data System (ADS)

Nuttall, Anne-Marie; Stott, Tim; Sparke, Shaun

2010-05-01

This project aims to help geoscience undergraduates improve their competence and confidence in numeracy using online quizzes delivered via the Blackboard virtual learning environment. Numeracy materials are being developed based on actual examples used in a range of modules in the geoscience degree programmes taught at Liverpool John Moores University. This is to ensure the subject relevance which is considered vital to maintaining student interest & motivation. These materials are delivered as a collection of Blackboard quizzes on specific numeracy topics which students can access at any point in their studies, either on or off campus. Feedback and guidance is provided immediately so that a student gains a confidence boost if they get it right or else they can learn where they have gone wrong. It is intended that positive feedback and repetition/reinforcement will help build the confidence in numeracy which so many students seem to lack. The anonymous nature of the delivery means that students avoid the common fear of ‘asking a stupid question' in class, which can hamper their progress. The fact that students can access the quizzes anytime and from anywhere means that they can use the materials flexibly to suit their individual learning needs. In preliminary research, 70% of the students asked felt that they were expected to have greater numeracy skills than they possessed and 65% said that they would use numeracy support materials on Blackboard. Once fully developed and evaluated, the Blackboard quizzes can be opened up to other departments who may wish to use them with their own students.

Watershed Dynamics: Using Web-based GIS to Access Data and Study the Hydrosphere

NASA Astrophysics Data System (ADS)

Buzby, C. K.; Jona, K.

2010-12-01

The Watershed Dynamics project has developed online GIS tools and curriculum to provide high school earth science students with access to data and analysis tools to perform investigations on their local watershed. Using FieldScope web-based GIS tools from National Geographic, students investigate precipitation, stream discharge, and land cover data for the US. Students use the data to study water availability across the US and the world, human impacts on the watershed, and more. Curriculum developers at the Office of STEM Education Partnerships (OSEP) at Northwestern University and the GLOBE Program have created two complete units which scaffold students on their way to independent research using GIS. In the Water Availability unit, students work with precipitation, evaporation, and surface runoff to investigate the water cycle and how it varies regionally and seasonally. In the Human Impact unit, students analyze land cover change over time and investigate stream discharge to figure out how humans are impacting their watershed. These units can be used together or individually, but provide students progressively more research independence, leading them to ask their own questions about the watershed using GIS data. Both units have been pilot tested in high school classrooms and found to be successful at increasing student content knowledge about the water cycle. They are being modified for use at the undergraduate level. The web-based GIS interface has the functionality of desktop GIS, but allows for a simpler user-experience and direct links to relevant data. Students can use these tools to learn scientific content and as a stepping-stone for further GIS investigations.

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress.

PubMed

Clemens, Nathan H; Soohoo, Michelle M; Wiley, Colby P; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J; Yoon, Myeongsun

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students' reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.

The Validation of a Case-Based, Cumulative Assessment and Progressions Examination

PubMed Central

Coker, Adeola O.; Copeland, Jeffrey T.; Gottlieb, Helmut B.; Horlen, Cheryl; Smith, Helen E.; Urteaga, Elizabeth M.; Ramsinghani, Sushma; Zertuche, Alejandra; Maize, David

2016-01-01

Objective. To assess content and criterion validity, as well as reliability of an internally developed, case-based, cumulative, high-stakes third-year Annual Student Assessment and Progression Examination (P3 ASAP Exam). Methods. Content validity was assessed through the writing-reviewing process. Criterion validity was assessed by comparing student scores on the P3 ASAP Exam with the nationally validated Pharmacy Curriculum Outcomes Assessment (PCOA). Reliability was assessed with psychometric analysis comparing student performance over four years. Results. The P3 ASAP Exam showed content validity through representation of didactic courses and professional outcomes. Similar scores on the P3 ASAP Exam and PCOA with Pearson correlation coefficient established criterion validity. Consistent student performance using Kuder-Richardson coefficient (KR-20) since 2012 reflected reliability of the examination. Conclusion. Pharmacy schools can implement internally developed, high-stakes, cumulative progression examinations that are valid and reliable using a robust writing-reviewing process and psychometric analyses. PMID:26941435

The Association between Maternal Reproductive Age and Progression of Refractive Error in Urban Students in Beijing

PubMed Central

Vasudevan, Balamurali; Jin, Zi Bing; Ciuffreda, Kenneth J.; Jhanji, Vishal; Zhou, Hong Jia; Wang, Ning Li; Liang, Yuan Bo

2015-01-01

Purpose To investigate the association between maternal reproductive age and their children’ refractive error progression in Chinese urban students. Methods The Beijing Myopia Progression Study was a three-year cohort investigation. Cycloplegic refraction of these students at both baseline and follow-up vision examinations, as well as non-cycloplegic refraction of their parents at baseline, were performed. Student’s refractive change was defined as the cycloplegic spherical equivalent (SE) of the right eye at the final follow-up minus the cycloplegic SE of the right eye at baseline. Results At the final follow-up, 241 students (62.4%) were reexamined. 226 students (58.5%) with completed refractive data, as well as completed parental reproductive age data, were enrolled. The average paternal and maternal age increased from 29.4 years and 27.5 years in 1993–1994 to 32.6 years and 29.2 years in 2003–2004, respectively. In the multivariate analysis, students who were younger (β = 0.08 diopter/year/year, P<0.001), with more myopic refraction at baseline (β = 0.02 diopter/year/diopter, P = 0.01), and with older maternal reproductive age (β = -0.18 diopter/year/decade, P = 0.01), had more myopic refractive change. After stratifying the parental reproductive age into quartile groups, children with older maternal reproductive age (trend test: P = 0.04) had more myopic refractive change, after adjusting for the children's age, baseline refraction, maternal refraction, and near work time. However, no significant association between myopic refractive change and paternal reproductive age was found. Conclusions In this cohort, children with older maternal reproductive age had more myopic refractive change. This new risk factor for myopia progression may partially explain the faster myopic progression found in the Chinese population in recent decades. PMID:26421841

Designing EvoRoom: An Immersive Simulation Environment for Collective Inquiry in Secondary Science

NASA Astrophysics Data System (ADS)

Lui, Michelle Mei Yee

This dissertation investigates the design of complex inquiry for co-located students to work as a knowledge community within a mixed-reality learning environment. It presents the design of an immersive simulation called EvoRoom and corresponding collective inquiry activities that allow students to explore concepts around topics of evolution and biodiversity in a Grade 11 Biology course. EvoRoom is a room-sized simulation of a rainforest, modeled after Borneo in Southeast Asia, where several projected displays are stitched together to form a large, animated simulation on each opposing wall of the room. This serves to create an immersive environment in which students work collaboratively as individuals, in small groups and a collective community to investigate science topics using the simulations as an evidentiary base. Researchers and a secondary science teacher co-designed a multi-week curriculum that prepared students with preliminary ideas and expertise, then provided them with guided activities within EvoRoom, supported by tablet-based software as well as larger visualizations of their collective progress. Designs encompassed the broader curriculum, as well as all EvoRoom materials (e.g., projected displays, student tablet interfaces, collective visualizations) and activity sequences. This thesis describes a series of three designs that were developed and enacted iteratively over two and a half years, presenting key features that enhanced students' experiences within the immersive environment, their interactions with peers, and their inquiry outcomes. Primary research questions are concerned with the nature of effective design for such activities and environments, and the kinds of interactions that are seen at the individual, collaborative and whole-class levels. The findings fall under one of three themes: 1) the physicality of the room, 2) the pedagogical script for student observation and reflection and collaboration, and 3) ways of including collective visualizations in the activity. Discrete findings demonstrate how the above variables, through their design as inquiry components (i.e., activity, room, scripts and scaffolds on devices, collective visualizations), can mediate the students' interactions with one another, with their teacher, and impact the outcomes of their inquiry. A set of design recommendations is drawn from the results of this research to guide future design or research efforts.

Youth for Astronomy & Engineering Program: Engaging Local Families and Partners

NASA Astrophysics Data System (ADS)

Anderson, Tania

2017-01-01

Youth for Astronomy and Engineering (YAE) is a program in the Space Telescope Science Institute's Office of Communication and Public Outreach designed to engage the local community in science, technology, engineering, and mathematics (STEM). This is accomplished through a series of yearly events such as astronomy and engineering clubs for students, family nights, and star parties. These events leverage our mission science to expose participants to the latest science discoveries (Hubble), new developments in space technology (James Webb), STEM career information, and activities that are representative of the work done by individuals in the astronomical and engineering fields. The YAE program helps provide a progression of opportunities for audiences by attracting and identifying highly-engaged individuals for participation in more intensive experiences. It also helps increase our impact by creating a network for piloting educational outreach initiatives at the local level before nationwide release. This poster will highlight the YAE program.

Youth for Astronomy and Engineering - Engaging Local Families and Partners

NASA Astrophysics Data System (ADS)

Anderson, Tania; Eisenhamer, B.; Ryer, H.

2013-06-01

Youth for Astronomy and Engineering (YAE) is a program in the Space Telescope Science Institute’s Office of Public Outreach. It is designed to engage the local community in science, technology, engineering, and mathematics (STEM). This is accomplished through a series of yearly events such as astronomy and engineering clubs for students, family nights, and professional development for local educators. These events leverage SMD mission science to expose participants to the latest science discoveries (Hubble), new developments in space technology (James Webb), STEM career information, and activities that are representative of the work done by individuals in the astronomical and engineering fields. The YAE program helps provide a progression of opportunities for audiences by attracting and identifying highly-engaged individuals for participation in more intensive experiences. It also helps increase our impact by creating a network for piloting E/PO products and initiatives at the local level before nationwide release. This poster will highlight the YAE program.

Youth for Astronomy & Engineering Program: Engaging Local Families and Partners

NASA Astrophysics Data System (ADS)

Anderson, Tania; Eisenhamer, B.; Ryer, H.

2014-01-01

Youth for Astronomy and Engineering (YAE) is a program in the Space Telescope Science Institute's Office of Public Outreach. It is designed to engage the local community in science, technology, engineering, and mathematics (STEM). This is accomplished through a series of yearly events such as astronomy and engineering clubs for students, family nights, and professional development for local educators. These events leverage SMD mission science to expose participants to the latest science discoveries (Hubble), new developments in space technology (James Webb), STEM career information, and activities that are representative of the work done by individuals in the astronomical and engineering fields. The YAE program helps provide a progression of opportunities for audiences by attracting and identifying highly-engaged individuals for participation in more intensive experiences. It also helps increase our impact by creating a network for piloting E/PO products and initiatives at the local level before nationwide release. This poster will highlight the YAE program.

Pediatric Online Evidence-Based Medicine Assignment Is a Novel Effective Enjoyable Undergraduate Medical Teaching Tool

PubMed Central

Kotb, Magd A.; Elmahdy, Hesham Nabeh; Khalifa, Nour El Deen Mahmoud; El-Deen, Mohamed Hamed Nasr; Lotfi, Mohamed Amr N.

2015-01-01

Abstract Evidence-based medicine (EBM) is delivered through a didactic, blended learning, and mixed models. Students are supposed to construct an answerable question in PICO (patient, intervention, comparison, and outcome) framework, acquire evidence through search of literature, appraise evidence, apply it to the clinical case scenario, and assess the evidence in relation to clinical context. Yet these teaching models have limitations especially those related to group work, for example, handling uncooperative students, students who fail to contribute, students who domineer, students who have personal conflict, their impact upon progress of their groups, and inconsistent individual acquisition of required skills. At Pediatrics Department, Faculty of Medicine, Cairo University, we designed a novel undergraduate pediatric EBM assignment online system to overcome shortcomings of previous didactic method and aimed to assess its effectiveness by prospective follow-up during academic years 2012 to 2013 and 2013 to 2014. The novel web-based online interactive system was tailored to provide sequential single and group assignments for each student. Single assignment addressed a specific case scenario question, while group assignment was teamwork that addressed different questions of same case scenario. Assignment comprised scholar content and skills. We objectively analyzed students’ performance by criterion-based assessment and subjectively by anonymous student questionnaire. A total of 2879 were enrolled in 5th year Pediatrics Course consecutively, of them 2779 (96.5%) logged in and 2554 (88.7%) submitted their work. They were randomly assigned to 292 groups. A total of 2277 (89.15%) achieved ≥80% of total mark (4/5), of them 717 (28.1%) achieved a full mark. A total of 2178 (85.27%) and 2359 (92.36%) made evidence-based conclusions and recommendations in single and group assignment, respectively (P < 0.001). A total of 1102 (43.1%) answered student questionnaire, of them 898 (81.48%) found e-educational experience satisfactory, 175 (15.88%) disagreed, and 29 (2.6%) could not decide. A total of 964 (87.47%) found single assignment educational, 913 (82.84%) found group assignment educational, and 794 (72.3%) enjoyed it. Web-based online interactive undergraduate EBM assignment was found effective in teaching medical students and assured individual student acquisition of concepts and skills of pediatric EMB. It was effective in mass education, data collection, and storage essential for system and student assessment. PMID:26200621

Promoting fundamental clinical skills: a competency-based college approach at the University of Washington.

PubMed

Goldstein, Erika A; Maclaren, Carol F; Smith, Sherilyn; Mengert, Terry J; Maestas, Ramoncita R; Foy, Hugh M; Wenrich, Marjorie D; Ramsey, Paul G

2005-05-01

The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and students 50 years ago, today's medical students may interact with hundreds of faculty members without the benefit of a focused program of teaching and evaluating clinical skills to form the core of their four-year curriculum. Bedside teaching has also declined, which may negatively affect clinical skills development. In response to these and other concerns, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure, the College system, which consists of a core of clinical teachers who spend substantial time teaching and mentoring medical students. Each medical student is assigned a faculty mentor within a College for the duration of his or her medical school career. Mentors continuously teach and reflect with students on clinical skills development and professionalism and, during the second year, work intensively with them at the bedside. They also provide an ongoing personal faculty contact. Competency domains and benchmarks define skill areas in which deepening, progressive attention is focused throughout medical school. This educational model places primary focus on the student.

Imi Ho'ola: an educational model for disadvantaged students at the University of Hawai''i School of Medicine.

PubMed

Judd, Nanette L K; Sakamoto, Karen K; Hishinuma, Earl S; DeCambra, Chessa; Malate, Agnes R

2007-03-01

This paper describes an educational model that provides opportunities in medicine to students from disadvantaged backgrounds that have a commitment to serve in areas of need, and it presents guidelines on how this model could be adapted to various settings. From 1973 to 2002, the Imi Ho'ola Program (Hawaiian for "Those Who Seek to Heal") of the University of Hawai'i John A. Burns School of Medicine (JABSOM) has provided opportunities in medicine to 379 students from disadvantaged backgrounds. In 1995-1996, Imi Ho'ola underwent a transformation from a pre-medical enrichment program to a post-baccalaureate program that included provisional acceptance and financial support into JABSOM for students who successfully completed the program. As a result, the acceptance rate increased from 47.6% to 98.0%. In addition to provisional acceptance to JABSOM and financial support, the program's educational model incorporates five components, the key factors of the program's success: 1) JABSOM commitment and the institutionalization of the program; 2) emphasis placed on a comprehensive approach and the implementation of a curriculum and learning process that are aligned with JABSOM curricula; 3) faculty and staff who support the instructional methodology and work as a team to address students' needs; 4) assessment of students and systematic feedback regarding individualized education plans and academic and non-academic progress; and 5) a positive learning environment for students. Guidelines are provided in this article for consideration in adapting this educational model to other academic settings.

Early efforts of blacks in the fight against heart disease and stroke.

PubMed Central

Haywood, L. J.

1999-01-01

This article highlighted the early efforts of some individuals whose vision and dedication helped to set the stage for later progress in the fight against heart disease, who forged links to those who eagerly took up the cause of creating an appropriate place for minority participation in the specialty of cardiovascular diseases, and to contribute to efforts to establish programs for the reduction of morbidity and mortality and for prevention in African Americans. This is only one view of what was an exciting period of fitful progress and controversy. Dr Wilson reviewed the still deplorable state of affairs in regard to minorities and the medical profession in 1986, stating: A meaningful role for minorities will not exist until there is access to academic postgraduate training programs that will lead to faculty positions and research opportunities for minorities to serve as role models for future students. The Association of Academic Minority Physicians was established to foster greater progress in this regard across disciplines. Again, while much has been accomplished, including Donald Wilson's becoming the first African-American dean of a nonminority medical school, much remains to be done as we approach the end of the 20th century. PMID:10628126

Interim Performance Objectives. Progress Report, 3rd Quarter Fiscal Year 1999.

ERIC Educational Resources Information Center

Office of Student Financial Assistance (ED), Washington, DC.

This document contains a progress report on three categories of interim performance objectives outlined by the Office of Student Financial Assistance (OSFA) in winter 1999. These objectives were to: (1) improve customer service; (2) reduce the overall cost of delivering student aid; and (3) transform the OSFA into a performance-based organization.…

Using Stephen Crane's "Maggie" To Teach the Progressive Era.

ERIC Educational Resources Information Center

Gerwin, David; Manolios, Vassilios; Popodopoulos, Lia

1999-01-01

Outlines a lesson plan designed for an eleventh-grade U.S. history class in which the students learn about the Progressive Era by reading Stephen Crane's "Maggie: A Girl of the Streets." Explains that students analyze point of view, role play a talk show, write an essay, and complete a long-term research project. (CMK)

Progression in Children's Understanding of the Matter Concept from Elementary to High School

ERIC Educational Resources Information Center

Liu, Xiufeng; Lesniak, Kathleen

2006-01-01

Adopting a neo-Piagetian conceptual framework and a phenomenographic approach, we identified students' conceptual progression pattern on matter from elementary to high school. We interviewed 54 students from Grade 1 to Grade 10 chemistry on their conceptions of substances (i.e., water, vinegar, and baking soda) and the combining of the substances.…

Using Progressive Video Prompting to Teach Students with Moderate Intellectual Disability to Shoot a Basketball

ERIC Educational Resources Information Center

Lo, Ya-yu; Burk, Bradley; Burk, Bradley; Anderson, Adrienne L.

2014-01-01

The current study examined the effects of a modified video prompting procedure, namely progressive video prompting, to increase technique accuracy of shooting a basketball in the school gymnasium of three 11th-grade students with moderate intellectual disability. The intervention involved participants viewing video clips of an adult model who…

Curriculum-Based Measurement in Science Learning: Vocabulary-Matching as an Indicator of Performance and Progress

ERIC Educational Resources Information Center

Espin, Christine A.; Busch, Todd W.; Lembke, Erica S.; Hampton, David D.; Seo, Kyounghee; Zukowski, Beth A.

2013-01-01

The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching…

The Effect of Classroom Discourse on High School Students' Argumentative Writing Skills

ERIC Educational Resources Information Center

Sineath, Karl D.

2014-01-01

On the writing component of the most recent National Assessment of Educational Progress, 12th grade high school students' scores on argumentative tasks were lower than on tasks that required them to explain or to convey an experience ("National Assessment of Educational Progress," 2011). Similarly, 11th and 12th graders at the research…

Mixed Messages: American Indian Achievement before and since the Implementation of No Child Left Behind

ERIC Educational Resources Information Center

Garcia, David L.

2008-01-01

This article uses state-level achievement data to examine the academic progress of Arizona American Indian elementary public school students before and since the implementation of the No Child Left Behind (NCLB) Act. In most subjects and grades, American Indian students are making greater progress since the implementation of NCLB. Generally,…

A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts

ERIC Educational Resources Information Center

Berland, Leema K.; McNeill, Katherine L.

2010-01-01

Argumentation is a central goal of science education because it engages students in a complex scientific practice in which they construct and justify knowledge claims. Although there is a growing body of research around argumentation, there has been little focus on developing a learning progression for this practice. We describe a learning…

A Task-Content Analysis of an Introductory Entomology Curriculum.

ERIC Educational Resources Information Center

Brandenburg, R.

Described is an analysis of the content, tasks, and strategies needed by students to enable them to identify insects to order by sight and to family by use of a standard dichotomous taxonomic key. Tasks and strategies are broken down and arranged progressively in the approximate order in which students should progress. Included are listings of…

A Canine Audience: The Effect of Animal-Assisted Therapy on Reading Progress among Students Identified with Learning Disabilities

ERIC Educational Resources Information Center

Griess, Julie Omodio

2010-01-01

This study explored the use of animal-assisted therapy with students identified with a learning disability and limited reading success. Initially, reading progress was defined as the participants' comprehension rate obtained from an oral Informal Reading Inventory (IRI) passage. The nature of the Informal Reading Inventory requires the…

Using a Learning Progression Framework to Assess and Evaluate Student Growth

ERIC Educational Resources Information Center

Briggs, Derek C.; Diaz-Bilello, Elena; Peck, Fred; Alzen, Jessica; Chattergoon, Rajendra; Johnson, Raymond

2015-01-01

This report describes the use of a Learning Progression Framework (LPF) to support the Student Learning Objectives (SLO) process. The report highlights a few common threats we currently see in the SLO process implemented at various states and districts, and offers the LPF as a possible solution for addressing these threats. This report was…

Monitoring Student Progress and Publicising the Results. Information Bank Number 1270.

ERIC Educational Resources Information Center

Jones, D. T. L.

Arguing that assessments of student progress describe the consequences of the interaction of the multitude of elements that make up the educational system, this paper examines the three-tiered assessment system used at Redhill Technical College (RTC), in Surrey, England, to fulfill diagnostic and motivational functions for the college as a whole.…

Progression in Ethical Reasoning When Addressing Socio-scientific Issues in Biotechnology

NASA Astrophysics Data System (ADS)

Berne, Birgitta

2014-11-01

This article reports on the outcomes of an intervention in a Swedish school in which the author, a teacher-researcher, sought to develop students' (14-15 years old) ethical reasoning in science through the use of peer discussions about socio-scientific issues. Prior to the student discussions various prompts were used to highlight different aspects of the issues. In addition, students were given time to search for further information themselves. Analysis of students' written arguments, from the beginning of the intervention and afterwards, suggests that many students seem to be moving away from their use of everyday language towards using scientific concepts in their arguments. In addition, they moved from considering cloning and 'designer babies' solely in terms of the present to considering them in terms of the future. Furthermore, the students started to approach the issues in additional ways using not only consequentialism but also the approaches of virtue ethics, and rights and duties. Students' progression in ethical reasoning could be related to the characteristics of the interactions in peer discussions as students who critically and constructively argued with each other's ideas, and challenged each other's claims, made progress in more aspects of ethical reasoning than students merely using cumulative talk. As such, the work provides valuable indications for the importance of introducing peer discussions and debates about SSIs in connection to biotechnology into the teaching of science in schools.

The Lassen Astrobiology Intern Program - Concept, Implementation and Evaluation

NASA Astrophysics Data System (ADS)

Des Marais, D. J.; Dueck, S. L.; Davis, H. B.; Parenteau, M. N.; Kubo, M. D.

2014-12-01

The program goal was to provide a hands-on astrobiology learning experience to high school students by introducing astrobiology and providing opportunities to conduct field and lab research with NASA scientists. The program sought to increase interest in interdisciplinary science, technology, engineering, math and related careers. Lassen Volcanic National Park (LVNP), Red Bluff High School and the Ames Team of the NASA Astrobiology Institute led the program. LVNP was selected because it shares aspects of volcanism with Mars and it hosts thermal springs with microbial mat communities. Students documented volcanic deposits, springs and microbial mats. They analyzed waters and sampled rocks, water and microorganisms. They cultured microorganisms and studied chemical reactions between rocks and simulated spring waters. Each student prepared a report to present data and discuss relationships between volcanic rocks and gases, spring waters and microbial mats. At a "graduation" event the students presented their findings to the Red Bluff community. They visited Ames Research Center to tour the facilities and learn about science and technology careers. To evaluate program impact, surveys were given to students after lectures, labs, fieldwork and discussions with Ames scientists. Students' work was scored using rubrics (labs, progress reports, final report, presentation). Students took pre/post tests on core astrobiology concepts. Parents, teachers, rangers, Ames staff and students completed end-of-year surveys on program impact. Several outcomes were documented. Students had a unique and highly valued learning experience with NASA scientists. They understood what scientists do through authentic scientific work, and what scientists are like as individuals. Students became knowledgeable about astrobiology and how it can be pursued in the lab and in the field. The students' interest increased markedly in astrobiology, interdisciplinary studies and science generally.

38 CFR 21.7653 - Progress, conduct, and attendance.

Code of Federal Regulations, 2010 CFR

2010-07-01

... on which the school official who is responsible for determining whether a student is making progress...) Satisfactory pursuit of program. In order to receive educational assistance for pursuit of a program of education, a reservist must maintain satisfactory progress. Progress is unsatisfactory if the reservist does...

Case study method and problem-based learning: utilizing the pedagogical model of progressive complexity in nursing education.

PubMed

McMahon, Michelle A; Christopher, Kimberly A

2011-08-19

As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

The Role of Social Capital in Students' Perceptions of Progress in Higher Education

ERIC Educational Resources Information Center

Daza, Lidia

2016-01-01

This paper aims to analyse the effects of students' social relationships at university on students' success. Specifically, whether a student with heterogeneous relationships obtains better academic results than a student whose relationships are mostly with classmates. Further, the research examines whether students' social relationships make up…

The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

PubMed

Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2015-01-01

The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and selection strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

Students' Development of Astronomy Concepts across Time

NASA Astrophysics Data System (ADS)

Plummer, Julia

Students in Grades 1, 3, and 8 (N = 60) were interviewed while using a planetarium-like setting that allowed the students to demonstrate their ideas about apparent celestial motion both verbally and with their own motions. Though the older students were generally more accurate in many conceptual areas compared with the younger students, in several areas, the eighth-grade students showed no improvement over the third-grade students. The use of kinesthetic learning techniques in a planetarium program was also explored as a method to improve understanding of celestial motion. Pre- and postinterviews were conducted with participants from seven classes of first- and second-grade students (N = 63). Students showed significant improvement in all areas of apparent celestial motion covered by the planetarium program and surpassed the middle school students' understanding of these concepts in most areas. Based on the results of these studies, a learning progression was developed describing how children may progress through successively more complex ways of understanding apparent celestial motion across elementary grades.

Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning

ERIC Educational Resources Information Center

Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton; Anjewierden, Anjo; Bollen, Lars

2012-01-01

Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or narrowing students' possibilities to change model progression phases. Results showed that…

Individual Variables, Literacy History, and ESL Progress Among Kurdish and Bosnian Immigrants.

ERIC Educational Resources Information Center

Gardner, Sheena; And Others

1996-01-01

Examines the relationship between individual variables and the progress in English as a Second Language (ESL) among Kurdish and Bosnian adult immigrants living in Canada. Findings reveal significant correlations between the dependent variables of oral and written progress and the independent variables of literacy level, years of schooling, and…

34 CFR 361.53 - Comparable services and benefits.

Code of Federal Regulations, 2011 CFR

2011-07-01

... such a determination would interrupt or delay— (1) The progress of the individual toward achieving the... telecommunications, sensory, and other technological aids and devices. (6) Post-employment services consisting of the... needed to ensure the progress of the individual toward achieving the employment outcome in the individual...

How do United Kingdom (UK) medical schools identify and support undergraduate medical students who ‘fail’ communication assessments? A national survey

PubMed Central

2013-01-01

Background The doctor’s ability to communicate effectively (with patients, relatives, advocates and healthcare colleagues) relates directly to health outcomes, and so is core to clinical practice. The remediation of medical students’ clinical communication ability is rarely addressed in medical education literature. There is nothing in the current literature reporting a contemporary national picture of how communication difficulties are managed, and the level of consequence (progression implications) for students of performing poorly. This survey aimed to consolidate practices for identifying and processes for managing students who ‘fail’ communication assessments across all UK medical schools. Methods Data were collected via an email survey to all leads for clinical communication in all UK Medical Schools for the UK Council for Clinical Communication in Undergraduate Medical Education. Results All but two participating Schools reported some means of support and/or remediation in communication. There was diversity of approach, and variance in the level of systemisation adopted. Variables such as individuality of curricula, resourcing issues, student cohort size and methodological preferences were implicated as explaining diversity. Support is relatively ad hoc, and often in the hands of a particular dedicated individual or team with an interest in communication delivery with few Schools reporting robust, centralised, school level processes. Conclusions This survey has demonstrated that few Medical Schools have no identifiable system of managing their students’ clinical communication difficulties. However, some Schools reported ad hoc approaches and only a small number had a centralised programme. There is scope for discussion and benchmarking of best practice across all Schools with allocation of appropriate resources to support this. PMID:23834990

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

NASA Astrophysics Data System (ADS)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the student), pedagogy ontology, and learner ontology (defines time constraint, comment, profile).

Secondary science teachers' use of the affective domain in science education

NASA Astrophysics Data System (ADS)

Grauer, Bette L.

The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl's Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl's Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.

Resource format preferences across the medical curriculum.

PubMed

Pickett, Keith M

2016-07-01

This research study sought to determine the formats (print or electronic) of articles and book chapters most-preferred by first-year medical students, third-year medical students entering clinical clerkships, and incoming residents and to determine if these preferences change during the course of the medical curriculum. These trends will enable academic health sciences libraries to make appropriate collection development decisions to best cater to their user populations. First-year medical students, third-year medical students, and incoming medical residents were asked to complete a paper survey from September 2014 to June 2015. The survey consisted of five multiple-choice questions, with two questions given space for optional short answers. Quantitative and qualitative responses were collected and calculated using Microsoft Excel. First-year students, third-year students, and incoming residents all preferred to read journal articles and book chapters in print, except in cases where the article or book chapter is under ten pages in length. Although print is preferred, demand for electronic articles and book chapters increases as students progress from undergraduate medical education into residency. The only category where a majority of incoming residents chose an electronic resource was which format they would give to a colleague, if the article or book chapter was critical to the care of an individual patient. The preference for print resources is strong across the medical curriculum, although residents show an increased preference for electronic materials when compared to first- and third-year students. Academic health sciences libraries should take these preferences into account when making decisions regarding collection development.