Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

ERIC Educational Resources Information Center

Karagiannopoulou, Evangelia; Milienos, Fotios S.

2015-01-01

The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for Students"…

Science Laboratory Learning Environments in Junior Secondary Schools

ERIC Educational Resources Information Center

Kwok, Ping Wai

2015-01-01

A Chinese version of the Science Laboratory Environment Inventory (SLEI) was used to study the students' perceptions of the actual and preferred laboratory learning environments in Hong Kong junior secondary science lessons. Valid responses of the SLEI from 1932 students of grade 7 to grade 9 indicated that an open-ended inquiry approach seldom…

Hands-On! Living in the Biosphere: Production, Pattern, Population, and Diversity. Developing Active Learning Module on the Human Dimensions of Global Change.

ERIC Educational Resources Information Center

Brown, Dwight

Biogeography examines questions of organism inventory and pattern, organisms' interactions with the environment, and the processes that create and change inventory, pattern, and interactions. This learning module uses time series maps and simple simulation models to illustrate how human actions alter biological productivity patterns at local and…

Development and Validation of a New Measure of Teacher Perceptions of Science and Mathematics Learning Environments

ERIC Educational Resources Information Center

Ellett, Chad D.; Monsaas, Judy

2011-01-01

This article describes the development and validation of the Inventory of Teaching and Learning (ITAL) as a new measure of teacher perceptions of science and mathematics learning environments. The ITAL was initially developed and administered in 2004 and has subsequently been revised annually. The ITAL is administered using a confidential…

Students' perception of the psycho-social clinical learning environment: an evaluation of placement models.

PubMed

Henderson, Amanda; Twentyman, Michelle; Heel, Alison; Lloyd, Belinda

2006-10-01

Nursing is a practice based discipline. A supportive environment has been identified as important for the transfer of learning in the clinical context. The aim of the paper was to assess undergraduate nurses' perceptions of the psychosocial characteristics of clinical learning environments within three different clinical placement models. Three hundred and eight-nine undergraduate nursing students rated their perceptions of the psycho-social learning environment using a Clinical Learning Environment Inventory. There were 16 respondents in the Preceptor model category, 269 respondents in the Facilitation model category and 114 respondents in the clinical education unit model across 25 different clinical areas in one tertiary facility. The most positive social climate was associated with the preceptor model. On all subscales the median score was rated higher than the two other models. When clinical education units were compared with the standard facilitation model the median score was rated higher in all of the subscales in the Clinical Learning Environment Inventory. These results suggest that while preceptoring is an effective clinical placement strategy that provides psycho-social support for students, clinical education units that are more sustainable through their placement of greater numbers of students, can provide greater psycho-social support for students than traditional models.

The Learning Environment Associated with Information Technology Education in Taiwan: Combining Psychosocial and Physical Aspects

ERIC Educational Resources Information Center

Liu, Chia-Ju; Zandvliet, David B.; Hou, I.-Ling

2012-01-01

This study investigated perceptions of senior high school students towards the Taiwanese information technology (IT) classroom with the What Is Happening in this Class? (WIHIC) survey and explored the physical learning environment of the IT classroom using the Computerised Classroom Environment Inventory (CCEI). The participants included 2,869…

Best Practices for Designing Online Learning Environments for 3D Modeling Curricula: A Delphi Study

ERIC Educational Resources Information Center

Mapson, Kathleen Harrell

2011-01-01

The purpose of this study was to develop an inventory of best practices for designing online learning environments for 3D modeling curricula. Due to the instructional complexity of three-dimensional modeling, few have sought to develop this type of course for online teaching and learning. Considering this, the study aimed to collectively aggregate…

Validation of learning style measures: implications for medical education practice.

PubMed

Chapman, Dane M; Calhoun, Judith G

2006-06-01

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

Ecological Inventory Exemplars.

ERIC Educational Resources Information Center

Sobsey, Dick, Ed.

The document contains 20 ecological inventories (developed at the University of Minnesota and the University of Alberta) to help severely disabled students learn functional living skills. The ecological approach is designed to uncover the functions critical for success in specific environments which the student frequently encounters. Matching the…

Psychosocial Environment and Affective Outcomes in Technology-Rich Classrooms: Testing a Causal Model

ERIC Educational Resources Information Center

Dorman, Jeffrey P.; Fraser, Barry J.

2009-01-01

Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation,…

Improving nursing education classroom environments.

PubMed

Fisher, D L; Parkinson, C A

1998-05-01

This study describes the first use of a classroom environment questionnaire with a class in nursing education. An instructor of nursing students monitored classes using such a questionnaire. The questionnaire used was the College and University Classroom Environment Inventory and it was used to obtain practical and useful information about the learning environment in two different classes. Collaborative changes were made in the classes to improve the classroom environment and consequently the learning situation. Any instructor of nursing students could use this same process with this instrument.

Student Outcomes in Inquiry Instruction: A Literature-Derived Inventory

ERIC Educational Resources Information Center

Saunders-Stewart, Katie S.; Gyles, Petra D. T.; Shore, Bruce M.

2012-01-01

Curricular reform efforts are underway in many countries, focused on adopting inquiry-based approaches to teaching and learning. Therefore, it is increasingly important to understand what outcomes students attain in inquiry environments. Derived from a literature review, a 23-item, criterion-referenced inventory is presented for theoretically…

Research into Students' Perceptions of Preferred and Actual Learning Environment.

ERIC Educational Resources Information Center

Hattie, John A.; And Others

Measures of both preferred and actual classroom and school environment were administered to 1,675 secondary school students in New South Wales (Australia). Shortened versions of the My Class Inventory, Classroom Environment Scale, and Individualized Classroom Environment Questionnaire, as well as the Quality of School Life questionnaire were…

Student-Centred and Teacher-Centred Learning Environment in Pre-Vocational Secondary Education: Psychological Needs, and Motivation

ERIC Educational Resources Information Center

Smit, Karin; de Brabander, Cornelis J.; Martens, Rob L.

2014-01-01

In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on…

Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings.

PubMed

Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete

2014-10-01

To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. A survey design was used. The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. © 2014 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.

Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings

PubMed Central

Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete

2014-01-01

Aims and objectives To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Background Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. Design A survey design was used. Method The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Results Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Conclusion Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Relevance to clinical practice Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. PMID:24460862

Validity of the Strong Interest Inventory: Gender and Personal Styles.

ERIC Educational Resources Information Center

Lindley, Lori D.; Borgen, Fred H.

The gender validity of the Strong Interest Inventory's Personal Style Scales (Work Style, Learning Environment, Leadership Style, and Risk Taking/Adventure) was examined through a study of 458 female and 282 male college students at Iowa State University. The students completed the Personal Style Scales and the Adjective Check List (ACL), which is…

Nursing students' perceptions of learning in practice environments: a review.

PubMed

Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

2012-04-01

Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

Hybrid Learning: A Study of Training Environment and Training Transfer in Ecuador

ERIC Educational Resources Information Center

Diaz, Karla

2013-01-01

Training transfer can be analyzed in the workplace by studying the results of a validated instrument like the Learning Transfer System Inventory (LTSI) developed by Holton and Bates (2011). This correlational study used the Spearman rho correlation coefficient to examine the relationship between transfer design and opportunity to use learning as…

Development of the Human Interaction Dimension of the Self-Regulated Learning Questionnaire in Asynchronous Online Learning Environments

ERIC Educational Resources Information Center

Cho, Moon-Heum; Jonassen, David

2009-01-01

Two studies focusing on the development and validation of the Online Self-Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self-report instrument assessing the human interaction dimension of online self-regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory…

Perception of hospital learning environment: a survey of Hong Kong nursing students.

PubMed

Chan, Dominic S K; Ip, Wan Y

2007-10-01

The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the 'knowing what' to do with the 'knowing how' to deliver care. The clinical learning environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students' perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance for students in clinical practice.

Quality Of Educational Environment At Wah Medical College: Assessment By Using Dundee Ready Educational Environment Measure.

PubMed

Mushtaq, Robina; Ansar, Ambreen; Bibi, Anwar; Ramzan, Musarat; Munir, Arif; Zaheer, Amna; Ahmad, Afsa; Barlas, Aisha

2017-01-01

Educational environment not only has an impact on the students during the academic years but has its reflections throughout their medical career. The Dundee Ready Educational Environment Measure (DREEM) is an internationally accepted useful tool to analyse undergraduate educational environments in the health professionals. The purpose of this study was to assess how students, across all the five years in a private medical college, perceive their educational environment. It was a cross sectional study, which used the DREEM inventory at Wah Medical College over the course of 6 months (January-June 2015). All 500 students were included in the study. The fifty items DREEM inventory, having the maximum score of two hundred indicating ideal educational environment was used for data collection. The questionnaire was completed by 400 undergraduate medical students (response rate 80%). The overall DREEM score was 122.63/200 (61.3%), indicating that the perception of the learning environment was more positive than negative. Among the highest scoring categories were students' participation in classes, relaxed atmosphere and confidence in passing the annual exams. However, many areas requiring improvement were also brought to attention. Overall, the student's perception of their learning environment at Wah Medical College was found to be positive. This study did bring to light some areas that could be improved upon. This should enable the faculty to adopt changes in their teaching methods to make the learning process more productive and enjoyable for future students.

Educational environment and approaches to learning of undergraduate nursing students in an Indonesian school of nursing.

PubMed

Rochmawati, Erna; Rahayu, Gandes Retno; Kumara, Amitya

2014-11-01

The aims of this study were to assess students' perceptions of their educational environment and approaches to learning, and determine if perceptions of learning environment associates with approaches to learning. A survey was conducted to collect data from a regional private university in Indonesia. A total of 232 nursing students completed two questionnaires that measured their perceptions of educational environment and approaches to learning. The measurement was based on Dundee Ready Education Environment Measurement (DREEM) and Approaches and Study Skills Inventory for Students (ASSIST). Five learning environments dimensions and three learning approaches dimensions from two measures were measured. The overall score of DREEM was 131.03/200 (SD 17.04), it was in the range considered to be favourable. The overall score is different significantly between years of study (p value = 0.01). This study indicated that the majority of undergraduate nursing students' adopt strategic approach (n = 139. 59.9%). The finding showed that perceived educational environment significantly associated with approaches to learning. This study implicated the need to maintain conducive learning environment. There is also a need to improve the management of learning activities that reflect the use of student-centered learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

PubMed

Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

2017-01-01

Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

NASA Astrophysics Data System (ADS)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although the study was limited to nine participants, the implications of the findings are clear. Most adult science students experience learning in an on-line environment. Those who are independent, highly motivated learners and utilize a variety of learning strategies can adapt their learning style to the situational aspects of the learning environment. This further indicates that Internet-based graduate science education institutions should become aware of different learning styles and strategies, and be prepared to address this variety when developing and delivering such programming.

Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.

PubMed

Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal

2011-11-01

Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright © 2010 Elsevier Ltd. All rights reserved.

Pre-registration student nurses perception of the hospital-learning environment during clinical placements.

PubMed

Midgley, Kirsten

2006-05-01

If we subscribe to the notion that nursing is an action profession, that nurses learn by doing [Neary, M., 2000. Responsive assessment: assessing student nurses' clinical competence. Nurse Education Today 21, 3-17], then the mastery of fundamental clinical skills must be a key component of courses leading to registration. The last two decades have seen widespread changes to nurse education but the clinical field remains an invaluable resource in preparing students for the reality of their professional role supporting the integration of theory and practice and linking the 'knowing what' with the 'knowing how'. The clinical-learning environment represents an essential element of nurse education that needs to be measurable and warrants further investigation. This exploratory cohort study (n = 67) examined pre-registration student nurses' perception of the hospital-learning environment during clinical placements together with the key characteristics of the students' preferred learning environment utilising an established tool, the clinical-learning environment inventory (CLEI) tool [Chan, D., 2001a. Development of an innovative tool to assess hospital-learning environments. Nurse Education Today 21, 624-631; Chan, D., 2001b. Combining qualitative and quantitative methods in assessing hospital-learning environments. International Journal of Nursing Studies 3, 447-459]. The results demonstrated that in comparison with the actual hospital environment, students would prefer an environment with higher levels of individualisation, innovation in teaching and learning strategies, student involvement, personalisation and task orientation.

Big Sib Students' Perceptions of the Educational Environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory.

PubMed

Arzuman, Hafiza; Yusoff, Muhamad Saiful Bahri; Chit, Som Phong

2010-07-01

A cross-sectional descriptive study was conducted among Big Sib students to explore their perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia (USM) and its weak areas using the Dundee Ready Educational Environment Measure (DREEM) inventory. The DREEM inventory is a validated global instrument for measuring educational environments in undergraduate medical and health professional education. The English version of the DREEM inventory was administered to all Year 2 Big Sib students (n = 67) at a regular Big Sib session. The purpose of the study as well as confidentiality and ethical issues were explained to the students before the questionnaire was administered. The response rate was 62.7% (42 out of 67 students). The overall DREEM score was 117.9/200 (SD 14.6). The DREEM indicated that the Big Sib students' perception of educational environment of the medical school was more positive than negative. Nevertheless, the study also revealed some problem areas within the educational environment. This pilot study revealed that Big Sib students perceived a positive learning environment at the School of Medical Sciences, USM. It also identified some low-scored areas that require further exploration to pinpoint the exact problems. The relatively small study population selected from a particular group of students was the major limitation of the study. This small sample size also means that the study findings cannot be generalised.

An Application of the TROFLEI in Secondary-School Science Classes in New Zealand

ERIC Educational Resources Information Center

Koul, Rekha Bhan; Fisher, D. L.; Shaw, Toni

2011-01-01

Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument…

Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

NASA Astrophysics Data System (ADS)

Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

2018-01-01

To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

The learning environment and resident burnout: a national study.

PubMed

van Vendeloo, Stefan N; Prins, David J; Verheyen, Cees C P M; Prins, Jelle T; van den Heijkant, Fleur; van der Heijden, Frank M M A; Brand, Paul L P

2018-04-01

Concerns exist about the negative impact of burnout on the professional and personal lives of residents. It is suggested that the origins of burnout among residents are rooted in the learning environment. We aimed to evaluate the association between the learning environment and burnout in a national sample of Dutch residents. We conducted a cross-sectional online survey among all Dutch residents in September 2015. We measured the learning environment using the three domain scores on content, organization, and atmosphere from the Scan of Postgraduate Educational Environment Domains (SPEED) and burnout using the Dutch version of the Maslach Burnout Inventory (UBOS-C). Of 1,231 responding residents (33 specialties), 185 (15.0%) met criteria for burnout. After adjusting for demographic (age, gender and marital status) and work-related factors (year of training, type of teaching hospital and type of specialty), we found a consistent inverse association between SPEED scores and the risk of burnout (aOR 0.54, 95% CI 0.46 to 0.62, p < 0.001). We found a strong and consistent inverse association between the perceived quality of the learning environment and burnout among residents. This suggests that the learning environment is of key importance in preventing resident burnout.

Resident burnout: evaluating the role of the learning environment.

PubMed

van Vendeloo, Stefan N; Godderis, Lode; Brand, Paul L P; Verheyen, Kees C P M; Rowell, Suria A; Hoekstra, Harm

2018-03-27

Although burnout is viewed as a syndrome rooted in the working environment and organizational culture, the role of the learning environment in the development of resident burnout remains unclear. We aimed to evaluate the association between burnout and the learning environment in a cohort of Belgian residents. We conducted a cross-sectional online survey among residents in a large university hospital in Belgium. We used the Dutch version of the Maslach Burnout Inventory (UBOS-C) to assess burnout and the Dutch Residency Educational Climate Test (D-RECT) to assess the learning environment. A total of 236 residents (29 specialties) completed the survey (response rate 34.6%), of which 98 (41.5%) met standard criteria for burnout. After multivariate regression analysis adjusting for hours worked per week, quality of life and satisfaction with work-life balance, we found an inverse association between D-RECT scores and the risk of burnout (adjusted odds ratio; 0.47 for each point increase in D-RECT score; 95% CI, 0.23 - 0.95; p = 0.01). Resident burnout is highly prevalent in our cohort of Belgian residents. Our results suggest that the learning environment plays an important role in reducing the risk of burnout among residents.

What Do Student Learning Inventories Really Measure? A Critical Analysis of Students' Responses to the Approaches to Learning and Studying Inventory

ERIC Educational Resources Information Center

Mogashana, Disaapele; Case, Jennifer M.; Marshall, Delia

2012-01-01

Student learning inventories are used by both researchers and educators as tools to identify "at risk" students. This article critically interrogates the results of one of these inventories, the 18-item Approaches to Learning and Studying Inventory. In-depth interviews were held with a purposive sample of 10 first-year engineering…

Effects of a school reform on longitudinal stability of students' preferences with regard to education.

PubMed

Könings, Karen D; Brand-Gruwel, Saskia; Elen, Jan

2012-09-01

Students' perspective on education is of crucial importance for its effectivity, but students' opinions are seldom acknowledged by teachers and designers. Student participation in the educational design process could be a suitable tool to better take students' preferences into account. However, for effective participatory design, it is necessary to know whether students have stable preferences for the design of their education. Changeability of preferences would require a more continuing design process allowing continuous adaptations. This longitudinal survey study aimed to determine the changeability over time of students' preferences for different aspects of a learning environment. Additionally, causes of possible changes in preferences are investigated. The participants were 1,335 high school students of five schools for secondary education in the Netherlands, joining this study during a period of 2 years. Data about students' preferences were collected at three moments, using the Inventory of Perceived Study Environment Extended. Learning-related student characteristics, such as processing strategies and motivational orientations, were measured with the Inventory of Learning Styles. Additionally, data on learning performances were collected. The results showed stability on preferences for almost all studied characteristics of the learning environment. Particularly remarkable was a drop in desirability for student autonomy. This was larger for students with a certificate-oriented motivation and smaller for self-regulated students. Additionally, poorly performing students had a larger decrease in preference for autonomy. The stability on most aspects supports that participatory design might result in fairly stable instructional designs, although caution is needed with respect to student autonomy. ©2011 The British Psychological Society.

A Tool for Measuring Active Learning in the Classroom

PubMed Central

Devlin, John W.; Kirwin, Jennifer L.; Qualters, Donna M.

2007-01-01

Objectives To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool. Methods The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions. Results Per lecture, 13 (range: 4-34) episodes of active learning encompassing 3 (range: 2-5) different types of active learning occurred over 2.2 minutes (0.6-16) per episode. Both interobserver (≥87%) and observer-instructor agreement (≥68%) were high for these outcomes. Conclusions The Active-Learning Inventory Tool is a valid and reliable tool to measure active learning in the classroom. Future studies are needed to determine the impact of the Active-Learning Inventory Tool on teaching and its usefulness in other disciplines. PMID:17998982

Students' Choice: Recommendations for Environmental and Instructional Changes in School

ERIC Educational Resources Information Center

Sagan, Laura L.

2010-01-01

This study investigated 134 middle school students' suggestions concerning environmental and instructional changes based on their individual learning-style Inventories. The results of the study determined that students "could" suggest environmental and instructional changes that differed from the accustomed traditional environments and instruction…

Burnout and the learning environment of anaesthetic trainees.

PubMed

Castanelli, D J; Wickramaarachchi, S A; Wallis, S

2017-11-01

Burnout has a high prevalence among healthcare workers and is increasingly recognised as an environmental problem rather than reflecting a personal inability to cope with work stress. We distributed an electronic survey, which included the Maslach Burnout Inventory Health Services Survey and a previously validated learning environment instrument, to 281 Victorian anaesthetic trainees. The response rate was 50%. We found significantly raised rates of burnout in two of three subscales. Ninety-one respondents (67%) displayed evidence of burnout in at least one domain, with 67 (49%) reporting high emotional exhaustion and 57 (42%) reporting high depersonalisation. The clinical learning environment tool demonstrated a significant negative correlation with burnout (r=-0.56, P <0.001). Burnout was significantly more common than when previously measured in Victoria in 2008 (62% versus 38%). Trainees rated examination preparation the most stressful aspect of the training program. There is a high prevalence of burnout among Victorian anaesthetic trainees. We have shown a significant correlation exists between the clinical learning environment measure and the presence of burnout. This correlation supports the development of interventions to improve the clinical learning environment, as a means to improve trainee wellbeing and address the high prevalence of burnout.

A cross-cultural validation of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in Turkey and the USA

NASA Astrophysics Data System (ADS)

Welch, Anita G.; Cakir, Mustafa; Peterson, Claudette M.; Ray, Chris M.

2012-04-01

Background . Studies exploring the relationship between students' achievement and the quality of the classroom learning environments have shown that there is a strong relationship between these two concepts. Learning environment instruments are constantly being revised and updated, including for use in different cultures, which requires continued validation efforts. Purpose The purpose of this study was to establish cross-cultural reliability and validity of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in both Turkey and the USA. Sample Approximately 980 students attending grades 9-12 in Turkey and 130 students attending grades 9-12 in the USA participated in the study. Design and method Scale reliability analyses and confirmatory factor analysis (CFA) were performed separately for Turkish and US participants for both actual and preferred responses to each scale to confirm the structure of the TROFLEI across these two distinct samples. Results Cronbach's alpha reliability coefficients, ranging from α = 0.820 to 0.931 for Turkish participants and from α = 0.778 to 0.939 for US participants, indicated that all scales have satisfactory internal consistency for both samples. Confirmatory factor analyses resulted in evidence of adequate model fit across both samples for both actual and preferred responses, with the root mean square error of approximation ranging from 0.052 to 0.057 and the comparative fit index ranging from 0.920 to 0.982. Conclusions This study provides initial evidence that the TROFLEI is valid for use in both the Turkish and US high-school populations (grades 9-12). However, the psychometric properties should be examined further with different populations, such as middle-school students (grades 6-8).

Experiential Collaborative Learning and Preferential Thinking

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students' thinking styles.

The Use of the Persian Translation of the Learning Transfer System Inventory in the Context of Agricultural Sustainability Learning in Iran

ERIC Educational Resources Information Center

Zamani, Naser; Ataei, Pouria; Bates, Reid

2016-01-01

The Learning Transfer System Inventory considers 16 factors likely to influence the transfer of training to the workplace. This study uses the Persian translation of the inventory and applies it to agricultural sustainability learning in Iran. The aim is to examine the internal structure and predictive ability of the inventory as translated into…

An application of the TROFLEI in secondary-school science classes in New Zealand

NASA Astrophysics Data System (ADS)

Bhan Koul, Rekha; Fisher, D. L.; Shaw, Toni

2011-07-01

Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample TROFLEI was administered to 1027 high-school students from 30 classes. Design and method The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes.

Pre-test and post-test evaluation of students' perceptions of a collaborative clinical education model on the learning environment.

PubMed

Henderson, Amanda; Heel, Alison; Twentyman, Michelle; Lloyd, Belinda

2006-01-01

This study investigated the impact of a collaborative clinical education model on students' perception of the psycho-social learning environment. A pre-test and post-test quasi experimental design. A tertiary referral centre. Second and third year undergraduate nursing students were asked to rate their perceptions of the psycho-social learning environment at the completion of the clinical practicum. TOOL: The tool used to measure psycho-social perceptions of the clinical learning environment was the Clinical Learning Environment Inventory previously validated in Australian health care contexts. A collaborative arrangement with the university and ward staff where eight students are placed on a ward and a ward staff member is paid by the university to be 'off-line' from a clinical workload to supervise the students. This is in contrast to the standard facilitation model where students are placed with registered nurses in different localities under the supervision of a 'roving' registered nurse paid by the university. No significant differences were found in pre-test mean scores when comparing wards. Significant differences in post-test scores for the intervention group were identified in the sub scales of Student Involvement, Satisfaction, Personalisation and Task Orientation. The adoption of a collaborative clinical education model where students are integrated into the ward team and the team is responsible for student learning can positively enhance capacity for student learning during their clinical practicum.

Learning style preferences of surgical residency applicants.

PubMed

Kim, Roger H; Gilbert, Timothy

2015-09-01

The learning style preferences of general surgery residents have been previously reported; there is evidence that residents who prefer read/write learning styles perform better on the American Board of Surgery In-Training Examination (ABSITE). However, little is known regarding the learning style preferences of applicants to general surgery residency and their impact on educational outcomes. In this study, the preferred learning styles of surgical residency applicants were determined. We hypothesized that applicant rank data are associated with specific learning style preferences. The Fleming VARK learning styles inventory was offered to all general surgery residency applicants that were interviewed at a university hospital-based program. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). Responses on the inventory were scored to determine the preferred learning style for each applicant. Applicant data, including United States Medical Licensing Examination (USMLE) scores, class rank, interview score, and overall final applicant ranking, were examined for association with preferred learning styles. Sixty-seven applicants were interviewed. Five applicants were excluded due to not completing the VARK inventory or having incomplete applicant data. The remaining 62 applicants (92%) were included for analysis. Most applicants (57%) had a multimodal preference. Sixty-nine percent of all applicants had some degree of preference for kinesthetic learning. There were statistically significant differences between applicants of different learning styles in terms of USMLE step 1 scores (P = 0.001) and USMLE step 2 clinical knowledge scores (P = 0.01), but not for class ranks (P = 0.27), interview scores (P = 0.20), or final ranks (P = 0.14). Multiple comparison analysis demonstrated that applicants with aural preferences had higher USMLE 1 scores (233.2) than those with kinesthetic (211.8, P = 0.005) or multimodal (214.5, P = 0.008) preferences, whereas applicants with visual preferences had higher USMLE 1 scores (230.0) than those with kinesthetic preferences (P = 0.047). Applicants with aural preferences also had higher USMLE 2 scores (249.6) than those with kinesthetic (227.6, P = 0.006) or multimodal (230.1, P = 0.008) preferences. Most applicants to general surgery residency have a multimodal learning style preference. Learning style preferences are associated with higher USMLE step 1 and step 2 scores, in particular for applicants with aural preferences. Students who performed well in lecture-dominated medical school environments because of their aural preferences could be at a disadvantage in the more independent, reading-focused learning environments of surgical residency. Copyright © 2015 Elsevier Inc. All rights reserved.

Validation Study of the Revised Seven Components Inventory

ERIC Educational Resources Information Center

Brown, Jennifer L.; da Silva, Stephanie; Newberry, Jennifer

2018-01-01

One out of every three students who begin an academic school year does not return for a second year, which has remained unchanged for the past 50 years. The Seven Principles for Good Practice in Undergraduate Education could improve the classroom learning environment, which could lead to increased student satisfaction and retention. More empirical…

Science curiosity in learning environments: developing an attitudinal scale for research in schools, homes, museums, and the community

NASA Astrophysics Data System (ADS)

Weible, Jennifer L.; Toomey Zimmerman, Heather

2016-05-01

Although curiosity is considered an integral aspect of science learning, researchers have debated how to define, measure, and support its development in individuals. Prior measures of curiosity include questionnaire type scales (primarily for adults) and behavioral measures. To address the need to measure scientific curiosity, the Science Curiosity in Learning Environments (SCILE) scale was created and validated as a 12-item scale to measure scientific curiosity in youth. The scale was developed through (a) adapting the language of the Curiosity and Exploration Inventory-II [Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987-998] for youth and (b) crafting new items based on scientific practices drawn from U.S. science standards documents. We administered a preliminary set of 30 items to 663 youth ages 8-18 in the U.S.A. Exploratory and confirmatory factor analysis resulted in a three-factor model: stretching, embracing, and science practices. The findings indicate that the SCILE scale is a valid measure of youth's scientific curiosity for boys and girls as well as elementary, middle school, and high school learners.

Thinking Style Diversity and Collaborative Design Learning

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives.

The disposition to understand for oneself at university: integrating learning processes with motivation and metacognition.

PubMed

Entwistle, Noel; McCune, Velda

2013-06-01

A re-analysis of several university-level interview studies has suggested that some students show evidence of a deep and stable approach to learning, along with other characteristics that support the approach. This combination, it was argued, could be seen to indicate a disposition to understand for oneself. To identify a group of students who showed high and consistent scores on deep approach, combined with equivalently high scores on effort and monitoring studying, and to explore these students' experiences of the teaching-learning environments they had experienced. Re-analysis of data from 1,896 students from 25 undergraduate courses taking four contrasting subject areas in eleven British universities. Inventories measuring approaches to studying were given at the beginning and the end of a semester, with the second inventory also exploring students' experiences of teaching. K-means cluster analysis was used to identify groups of students with differing patterns of response on the inventory scales, with a particular focus on students showing high, stable scores. One cluster clearly showed the characteristics expected of the disposition to understand and was also fairly stable over time. Other clusters also had deep approaches, but also showed either surface elements or lower scores on organized effort or monitoring their studying. Combining these findings with interview studies previously reported reinforces the idea of there being a disposition to understand for oneself that could be identified from an inventory scale or through further interviews. © 2013 The British Psychological Society.

Nursing students' perceptions of hospital learning environments--an Australian perspective.

PubMed

Chan, Dominic S

2004-01-01

Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.

The effect of learning style on academic student success

NASA Astrophysics Data System (ADS)

Stackhouse, Omega N.

The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

Identifying Learning Preferences Early.

ERIC Educational Resources Information Center

Reiff, Judith C.

The Picture Learning Style Inventory was administered to 42 first graders and 46 second graders attending two public schools in a Southern university community. The inventory consists of 13 individual picture booklets, each illustrating a different element of learning style (environmental, emotional, sociological, and physical). The inventory is…

Examining the Relationship between Classroom Climate and Student Achievement of Middle School Students

ERIC Educational Resources Information Center

Barksdale, Christopher J.

2017-01-01

The purpose of this sequential mixed method study was to examine the relationship between classroom climate and student achievement of middle school students. This study included a review of data collected from the Learning Environment Inventory from a purposeful sample of middle school students from a large suburban school district. A purposeful…

Validity and Reliability of Revised Inventory of Learning Processes.

ERIC Educational Resources Information Center

Gadzella, B. M.; And Others

The Inventory of Learning Processes (ILP) was developed by Schmeck, Ribich, and Ramanaiah in 1977 as a self-report inventory to assess learning style through a behavioral-oriented approach. The ILP was revised by Schmeck in 1983. The Revised ILP contains six scales: (1) Deep Processing; (2) Elaborative Processing; (3) Shallow Processing; (4)…

Optimal ordering and production policy for a recoverable item inventory system with learning effect

NASA Astrophysics Data System (ADS)

Tsai, Deng-Maw

2012-02-01

This article presents two models for determining an optimal integrated economic order quantity and economic production quantity policy in a recoverable manufacturing environment. The models assume that the unit production time of the recovery process decreases with the increase in total units produced as a result of learning. A fixed proportion of used products are collected from customers and then recovered for reuse. The recovered products are assumed to be in good condition and acceptable to customers. Constant demand can be satisfied by utilising both newly purchased products and recovered products. The aim of this article is to show how to minimise total inventory-related cost. The total cost functions of the two models are derived and two simple search procedures are proposed to determine optimal policy parameters. Numerical examples are provided to illustrate the proposed models. In addition, sensitivity analyses have also been performed and are discussed.

Medical Students’ Perception of Their Educational Environment

PubMed Central

Pai, Preethi G; Menezes, Vishma; Srikanth; Subramanian, Atreya M.; Shenoy, Jnaneshwara P.

2014-01-01

Background: Students’ perception of the environment within which they study has shown to have a significant impact on their behavior, academic progress and sense of well-being. This study was undertaken to evaluate the students’ perception of their learning environment in an Indian medical school following traditional curricula and to study differences, if any, between the students according to the stages of medical education, i.e., the pre-clinical and clinical stages. Methodology: In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to undergraduate medical students of first (n = 227), third (n = 175), fifth (n = 171) and seventh (n = 123) semesters. Scores obtained were expressed as mean ± Standard Deviation (SD) and analyzed using one-way ANOVA and Dunnett’s test. P-value < 0.05 was considered as significant. Results: The mean DREEM score for our medical school was 123/200.The first-year students were found to be more satisfied with learning environment (indicated by their higher DREEM score) compared to other semester students. Progressive decline in scores with each successive semester was observed. Evaluating the sub-domains of perception, the registrars in all semesters had a more positive perception of learning (Average mean score: 29.44), their perception of course organizers moved in the right direction (Average mean score: 26.86), their academic self-perception was more on the positive side (Average mean score: 20.14), they had a more positive perception of atmosphere (Average mean score: 29.07) and their social self-perception could be graded as not too bad (Average mean score: 17.02). Conclusion: The present study revealed that all the groups of students perceived their learning environment positively. However, a few problematic areas of learning environment were perceived such as: students were stressed more often; they felt that the course organizers were authoritarian and emphasized factual learning. Implementing more problem-based learning, student counseling and workshops on teaching-learning for educators might enable us to remedy and enrich our learning environment. PMID:24596737

Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry

ERIC Educational Resources Information Center

Brown, Stephen; White, Sue; Wakeling, Lara; Naiker, Mani

2015-01-01

Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students' approaches to study and learning. The Approaches and Study Skills Inventory for Students (ASSIST)--a 52 item inventory which identifies three learning styles (Deep, Strategic, and…

Assessing Health Care Students' Intentions and Motivations for Learning: The Healthcare Learning and Studying Inventory (HLSI)

ERIC Educational Resources Information Center

Baxter, Lisa; Mattick, Karen; Kuyken, Willem

2013-01-01

Inventories that measure approaches to learning have revealed that certain approaches are associated with better academic performance. However, these inventories were developed primarily with higher education students on non-vocational courses and recent research shows they fail to capture the full range of healthcare students' intentions and…

Assessing Experiential Learning Styles: A Methodological Reconstruction and Validation of the Kolb Learning Style Inventory

ERIC Educational Resources Information Center

Manolis, Chris; Burns, David J.; Assudani, Rashmi; Chinta, Ravi

2013-01-01

To understand experiential learning, many have reiterated the need to be able to identify students' learning styles. Kolb's Learning Style Model is the most widely accepted learning style model and has received a substantial amount of empirical support. Kolb's Learning Style Inventory (LSI), although one of the most widely utilized instruments to…

The Educational Climate Inventory: Measuring Students' Perceptions of the Preclerkship and Clerkship Settings.

PubMed

Krupat, Edward; Borges, Nicole J; Brower, Richard D; Haidet, Paul M; Schroth, W Scott; Fleenor, Thomas J; Uijtdehaage, Sebastian

2017-12-01

To develop an instrument to assess educational climate, a critical aspect of the medical school learning environment that previous tools have not explored in depth. Fifty items were written, capturing aspects of Dweck's performance-learning distinction, to distinguish students' perceptions of the educational climate as learning/mastery oriented (where the goal is growth and development) versus performance oriented (where the goal is appearance of competence). These items were included in a 2014 survey of first-, second-, and third-year students at six diverse medical schools. Students rated their preclerkship or clerkship experiences and provided demographic and other data. The final Educational Climate Inventory (ECI) was determined via exploratory and confirmatory factor analysis. Relationships between scale scores and other variables were calculated. Responses were received from 1,441/2,590 students (56%). The 20-item ECI resulted, with three factors: centrality of learning and mutual respect; competitiveness and stress; and passive learning and memorization. Clerkship students' ratings of their learning climate were more performance oriented than preclerkship students' ratings (P < .001). Among preclerkship students, ECI scores were more performance oriented in schools with grading versus pass-fail systems (P < .04). Students who viewed their climate as more performance oriented were less satisfied with their medical school (P < .001) and choice of medicine as a career (P < .001). The ECI allows educators to assess students' perceptions of the learning climate. It has potential as an evaluation instrument to determine the efficacy of attempts to move health professions education toward learning and mastery.

Conceptual Learning Outcomes of Virtual Experiential Learning: Results of Google Earth Exploration in Introductory Geoscience Courses

NASA Astrophysics Data System (ADS)

Bitting, Kelsey S.; McCartney, Marsha J.; Denning, Kathy R.; Roberts, Jennifer A.

2018-06-01

Virtual globe programs such as Google Earth replicate real-world experiential learning of spatial and geographic concepts by allowing students to navigate across our planet without ever leaving campus. However, empirical evidence for the learning value of these technological tools and the experience students gain by exploration assignments framed within them remains to be quantified and compared by student demographics. This study examines the impact of a Google Earth-based exploration assignment on conceptual understanding in introductory geoscience courses at a research university in the US Midwest using predominantly traditional college-age students from a range of majors. Using repeated-measures ANOVA and paired-samples t tests, we test the significance of the activity using pretest and posttest scores on a subset of items from the Geoscience Concept Inventory, and the interactive effects of student gender and ethnicity on student score improvement. Analyses show that learning from the Google Earth exploration activity is highly significant overall and for all but one of the concept inventory items. Furthermore, we find no significant interactive effects of class format, student gender, or student ethnicity on the magnitude of the score increases. These results provide strong support for the use of experiential learning in virtual globe environments for students in introductory geoscience and perhaps other disciplines for which direct observation of our planet's surface is conceptually relevant.

Teacher perspectives and the psychosocial climate of the classroom in a traditional BSN program.

PubMed

Rowbotham, Melodie A

2010-01-01

Developing and implementing a positive psychosocial environment should be one of the main responsibilities of educators. As educators influence the climate, learning is enhanced or hindered. Therefore educators need to understand their own teaching perspectives and how they in turn influence the classroom. Data were collected from nurse educators and BSN nursing students. The relationship between faculty teaching perspectives and the students' perceptions of the learning environment was examined. The data collection tool used to measure the educators' perspective was the Instructional Perspective Inventory (IPI), and to measure the students' perspective was the Adult Classroom Environment Scale (ACES). A MANCOVA was used to determine the relationship and significant differences between educators' and students' perspectives. The results indicated that the teachers in the high group of teacher responsiveness had students who reported greater teacher support, time on task, focus, organization, clarity of subject content, involvement, and satisfaction.

Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

PubMed

Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

2015-04-01

Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?

ERIC Educational Resources Information Center

Saeb, Fateme; Zamani, Elham

2013-01-01

This paper reports a comparative study exploring language learning strategy use and beliefs about language learning of high-school students and students attending English institutes. Oxford's (1990) strategy inventory for language learning (SILL) and Horwitz's (1987) beliefs about language learning inventory (BALLI), were used to collect data.…

Measuring motivation and volition of nursing students in nontraditional learning environments.

PubMed

Nagelsmith, Laurie; Bryer, Jason; Yan, Zheng

2012-01-01

The purpose of this study was to identify the best fitting model to represent interrelationships between motivation, volition, and academic success for adult nursing students learning in nontraditional environments. Participants (N=297) completed a survey that incorporated two measures: the Motivated Strategies for Learning Questionnaire (MSLQ) and the academic volitional strategies inventory (AVSI) as well as demographic information. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) were used for data analysis. In phase 1, EFA resulted in factors that generally aligned with previous theoretical factors as defined by the psychometrics used. In Phase 2 of the analysis, CFA validated the use of predefined factor structures. In Phase 3, SEM analysis revealed that motivation has a larger effect on grade point average (GPA; beta = .28, p < .01) than volition (beta = .15, p < .05). The covariance between motivation and volition (r = .42, p < .01) was also found to be significant. These results suggest that there is a significant relationship among motivation, volition, and academic success for adult learners studying in nontraditional learning environments. These findings are consistent with and elaborate the relationship between motivation and volition with a population and setting underrepresented in the research.

Consumer Decision-Making Styles as a Function of Individual Learning Styles.

ERIC Educational Resources Information Center

Sproles, Elizabeth Kendall; Sproles, George B.

1990-01-01

The Secondary Learning Styles Inventory and the Consumer Styles Inventory were administered to 501 secondary home economics students. Factor analysis of the learning style characteristics from the sample of 482 found significant correlations between 21 of the 48 pairs of learning and decision-making characteristics. (SK)

Associations between Chinese EFL Graduate Students' Beliefs and Language Learning Strategies

ERIC Educational Resources Information Center

Tang, Mailing; Tian, Jianrong

2015-01-01

This study, using Horwitz's Beliefs about Language Learning Inventory and Oxford's Strategy Inventory for Language Learning, investigated learners' beliefs about language learning and their choice of strategy categories among 546 graduate students in China. The correlation between learners' beliefs and their strategy categories use was examined.…

The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

PubMed Central

Al-Naggar, Redhwan A; Abdulghani, Mahfoudh; Osman, Muhamed T; Al-Kubaisy, Waqar; Daher, Aqil Mohammad; Nor Aripin, Khairun Nain Bin; Assabri, Ali; Al-Hidabi, Dawood A; Ibrahim, Mohamed Izham B Mohamed; Al-Rofaai, Ahmed; Ibrahim, Hisham S; Al-Talib, Hassanain; Al-Khateeb, Alyaa; Othman, Gamil Qasem; Abdulaziz, Qaid Ali; Chinna, Karuthan; Bobryshev, Yuri V

2014-01-01

Background Students’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. Methods This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. Results The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales. Conclusion The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement. PMID:24959093

The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia.

PubMed

Al-Naggar, Redhwan A; Abdulghani, Mahfoudh; Osman, Muhamed T; Al-Kubaisy, Waqar; Daher, Aqil Mohammad; Nor Aripin, Khairun Nain Bin; Assabri, Ali; Al-Hidabi, Dawood A; Ibrahim, Mohamed Izham B Mohamed; Al-Rofaai, Ahmed; Ibrahim, Hisham S; Al-Talib, Hassanain; Al-Khateeb, Alyaa; Othman, Gamil Qasem; Abdulaziz, Qaid Ali; Chinna, Karuthan; Bobryshev, Yuri V

2014-01-01

Students' perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students' perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students' perceptions were positive. The students' perception toward educational environment was positive for all five DREEM subscales. The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

Exploring perceptions of the educational environment among undergraduate physiotherapy students

PubMed Central

Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H.; Laksov, Klara B.

2014-01-01

Objectives The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents’ demographic characteristics. Methods This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. Results A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as “more positive than negative”. Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. Conclusions This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience. PMID:25341223

Exploring perceptions of the educational environment among undergraduate physiotherapy students.

PubMed

Palmgren, Per J; Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H; Laksov, Klara B

2014-07-19

The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents' demographic characteristics. This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as "more positive than negative". Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience.

Multidimensional approach to teaching anatomy-Do gender and learning style matter?

PubMed

Gradl-Dietsch, Gertraud; Korden, Tabea; Modabber, Ali; Sönmez, Tolga Taha; Stromps, Jan-Philipp; Ganse, Bergita; Pape, Hans-Christoph; Knobe, Matthias

2016-11-01

The aim of this study was to assess the impact of two teaching interventions (ultrasound and arthroscopy) in a peer teaching (PT) environment on anatomy examination scores and also to examine the influence of gender and learning style on these scores. We randomly assigned 484 second year medical students to one of three groups: musculoskeletal ultrasound (MSUS), arthroscopy (ASC) and control (CON). The MSUS- and the ASC-group attended two additional training sessions in ultrasound or arthroscopy; the CON-group received no additional lessons. Students were asked to complete Kolb's Learning Style Inventory test. We assessed differences in anatomical knowledge (multiple choice (MC) exam) and subjective evaluation with respect to gender and learning style. There were no relevant differences between the three groups regarding the MC exam. Acceptance of the peer teaching concept was good. All students preferred ultrasound to arthroscopy and thought that they learned more from ultrasound despite the fact that they rated the instructors as less competent and needed more time to gain in-depth knowledge. There was no significant effect of gender on evaluation results. Arthroscopy was best enjoyed by accommodators according to Kolb's Inventory and least by divergers, who found that they had learned a lot through ultrasound. The improvement in spatial conceptualization was greatest for accommodators and worst for assimilators. Gender and learning style had no impact on quantitative parameters. Qualitative analysis, however, revealed differences for learning style and further evaluation is warranted to assess the impact on medical education. Copyright © 2016 Elsevier GmbH. All rights reserved.

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.

Clinical learning environments (actual and expected): perceptions of Iran University of Medical Sciences nursing students

PubMed Central

Bigdeli, Shoaleh; Pakpour, Vahid; Aalaa, Maryam; Shekarabi, Robabeh; Sanjari, Mahnaz; Haghani, Hamid; Mehrdad, Neda

2015-01-01

Background: Educational clinical environment has an important role in nursing students' learning. Any difference between actual and expected clinical environment will decrease nursing students’ interest in clinical environments and has a negative correlation with their clinical performance. Methods: This descriptive cross-sectional study is an attempt to compare nursing students' perception of the actual and expected status of clinical environments in medical-surgical wards. Participants of the study were 127 bachelor nursing students of Iran University of Medical Sciences in the internship period. Data gathering instruments were a demographic questionnaire (including sex, age, and grade point average), and the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001), in which its modified Farsi version (Actual and Preferred forms) consisting 42 items, 6 scales and 7 items per scale was used. Descriptive and inferential statistics (t-test, paired t-test, ANOVA) were used for data analysis through SPSS version 16. Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. PMID:26034726

Creation and Assessment of an Active e-Learning Introductory Geology Course

NASA Astrophysics Data System (ADS)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

Medical students' preferences for problem-based learning in relation to culture and personality: a multicultural study.

PubMed

Holen, Are; Manandhar, Kedar; Pant, Devendra S; Karmacharya, Biraj M; Olson, Linda M; Koju, Rajendra; Mansur, Dil I

2015-07-19

The aim of this study was to explore positive and negative preferences towards problem-based learning in relation to personality traits and socio-cultural context. The study was an anonymous and voluntary cross-sectional survey of medical students (N=449) in hybrid problem-based curricula in Nepal, Norway and North Dakota. Data was collected on gender, age, year of study, cohabitation and medical school. The PBL Preference Inventory identified students' positive and negative preferences in relation to problem-based learning; the personality traits were detected by the NEO Five-Factor Inventory. The determinants of the two kinds of preferences were analyzed by hierarchical multiple linear regressions. Positive preferences were mostly determined by personality; associations were found with the traits Extra-version, Openness to experience, Conscientiousness and Neuroticism; the first three are related to sociability, curiosity and orderliness, the last, to mental health. The learn-ing environments of such curricula may be supportive for some and unnerving for others who score high on Neuroticism. Negative preferences were rather determined by culture, but also, they correlated with Neuroticism and Conscientiousness. Negative preferences were lower among females and students living in symmetrical relationships. Some high on Conscientiousness disliked group work, and the negative correlation with Agreeableness indicated that less sociable students were not predisposed to this kind of learning activity. Preferences related to problem-based learning were significantly and independently determined both by personality traits and culture. More insights into the nature of students' preferences may guide aspects of curriculum modifications and the daily facilitation of groups.

Students' perception of educational environment at Public Sector Medical University of Pakistan.

PubMed

Jawaid, Masood; Raheel, Shafay; Ahmed, Fayyaz; Aijaz, Hibah

2013-05-01

Assessing educational environment is vital in determining the success or failure of any institute. A positive environment leads to achievements of students in learning while a negative one would hinder their accomplishments. The aim of this study was to evaluate the medical students' perceptions of their educational environment and to identify any differences related to gender and colleges affiliated with the University. This cross-sectional study involved all medical colleges affiliated with Dow University of Health Sciences from September to November 2011. DREEM questionnaire was administered to undergraduate medical students of the colleges. Mean and standard deviation of total DREEM score and five subscales were reported. The internal consistency coefficient (Cronbach's alpha) was calculated. Student's t test and one-way ANOVA were used for statistical analysis. Total respondents were 586 students (response rate = 90.1%), 463 (79.0%) were female. Total DREEM mean score was 114.4/200 (57.2%). Highest score was found in the domain of student's academic self-perceptions (58.7%) and lowest in domain of student's perception of learning (53.7%). The inventory was found to have good reliability, with an alpha-coefficient of 0.89. There was significant difference of total DREEM score, student's perception of learning, teachers, and atmosphere between different colleges. Females perceived their educational environment to be more positive compared to male students. The undergraduate educational environment of the university is more positive than negative. Highest score was found in domain of student's academic self-perceptions and lowest in domain of student's perception of learning.

Medical students perception of their medical environment-expected versus actual perceptions--a cross sectional study.

PubMed

Sundus, Ayesha; Haider, Mohammad Nadir; Ibrahim, Mohammad Faisal; Younus, Nida; Farooqui, Mohammad Talha; Iftikhar, Fatiha; Siddique, Osama; Aziz, Sina

2014-02-01

To compare the expected (perceptions of their environment at the beginning of their 1st year) versus actual perceptions (perceptions at the end of 1st year) of 1st year students at Dow University of Health Sciences. The 'expected' perceptions of the students were recorded at the beginning of their 1st year (n = 411) of medical education when they entered the medical school using Dundee Ready Educational Environment Measure (DREEM). DREEM is a validated and self-administered inventory which focuses on learning, teachers, self-confidence and academic as well as social environment. The 'actual' perceptions were then recorded at the end of their first year (n = 405) of education when they had received adequate exposure of their environment. The 2 records were then compared. The total expected DREEM score was 118/200 and the total actual DREEM score was 113/200. The expected domain (Students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, and students' social self-perceptions) scores were 28/48, 26/44, 20/32, 28/48, and 16/28. The actual domain scores were 27/48, 23/44, 19/32, 27/48, 16/28. However both the actual and expected scoring displayed satisfactory environment for learning. Significant differences (p < 0.0001) were found in the two samples. In general the results displayed that the students perceived the environment positively but the significant difference found in the two samples, demonstrated that their expectations were not met.

Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure.

PubMed

Al Nozha, Omar Mansour; Fadel, Hani T

2017-01-01

Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. Cross-sectional survey. College of Nursing at Taibah University, Madinah, Saudi Arabia. The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. The DREEM inventory score. Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P < .001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P < .001) and NBP (P > .05). Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.

Learning Transfer--Validation of the Learning Transfer System Inventory in Portugal

ERIC Educational Resources Information Center

Velada, Raquel; Caetano, Antonio; Bates, Reid; Holton, Ed

2009-01-01

Purpose: The purpose of this paper is to analyze the construct validity of learning transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure. Design/methodology/approach: After a rigorous translation…

Development and Initial Validation of the Self-Directed Learning Inventory with Korean College Students

ERIC Educational Resources Information Center

Suh, Han Na; Wang, Kenneth T.; Arterberry, Brooke J.

2015-01-01

This article describes the development and psychometric evaluation of the Self-Directed Learning Inventory (SDLI) tailored to Korean college students, based on study evidences of differences in learning behavior across culture and educational level. With a sample of 605 female college students in Korea, exploratory factor analysis (EFA) results…

Personality Characteristics and Learning Style Preferences of Adult Basic Education Students. Research Monograph.

ERIC Educational Resources Information Center

Manzo, Anthony V.; And Others

The study described in the report identifies personality characteristics and learning styles of adult basic education (ABE) students on the basis of three instruments: the Luscher Color Test, the Manzo Bestiary Inventory, and the Learning Preference Inventory. The volunteer sample consisted of 83 ABE students. Subsample comparison groups consisted…

Reassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time.

PubMed

Palmgren, Per J; Sundberg, Tobias; Laksov, Klara Bolander

2015-10-01

The aim of the study was twofold: (1) to compare the perceived educational environment at 2 points in time and (2) to longitudinally examine potential changes in perceptions of the educational environment over time. The validated Dundee Ready Educational Environment Measure (DREEM), a 50-item, self-administered Likert-type inventory, was used in this prospective study. Employing convenience sampling, undergraduate chiropractic students were investigated at 2 points in time: 2009 (n = 124) and 2012 (n = 127). An analysis of 2 matching samples was performed on 27% (n = 34) of the respondents in 2009. A total of 251 students (79%) completed the inventory, 83% (n = 124) in 2009 and 75% (n = 127) in 2012. The overall DREEM scores in both years were excellent: 156 (78%) and 153 (77%), respectively. The students' perceptions of teachers differed significantly between the 2 cohort years, decreasing from 77% to 73%. Three items received deprived scores: limited support for stressed students, authoritarian teachers, and an overemphasis on factual learning; the latter significantly decreased in 2012. In the longitudinal sample these items also displayed scores below the expected mean. Students viewed the educational environment as excellent both in 2009 and 2012. The perceptions of teachers declined with time; however, this could be attributed to teachers' new roles. Certain aspects of the educational environment factored prominently during the comparative points in time, as well as longitudinally, and these ought to be further investigated and addressed to provide an enhanced educational environment.

Can Personality-Type Instruments Profile Majors in Management Programs?

ERIC Educational Resources Information Center

Rowe, Fred A.; And Others

1992-01-01

Results of completion of 4 instruments (Myers-Briggs Type Inventory, Strong Interest Inventory, Hermann Brain Dominance Inventory, and Learning Styles Inventory) by 75 accounting, business administration, and public administration graduate students suggest that the Hermann (and to some extent the Strong) inventory has potential value for…

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

NASA Astrophysics Data System (ADS)

Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

2005-09-01

This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

Impact of the home environment on the relationship between prenatal exposure to environmental tobacco smoke and child behavior.

PubMed

Hopson, Madeleine B; Margolis, Amy; Rauh, Virginia; Herbstman, Julie

2016-01-01

The goal of this study was to ascertain whether the effect of prenatal ETS exposure on behavioral symptoms at age 7 years is modified by the quality of the home environment. In a cohort of 417 children enrolled in a longitudinal birth cohort in New York City, prenatal ETS exposure, child behavior and home environment were assessed. Prenatal ETS was measured by questionnaire and blood cotinine. Child Behavior Checklist (CBCL) and Early Childhood HOME Inventory Scale (HOME) were also used. We detected a significant interaction between prenatal ETS exposure and living in a "better" home environment on reported problems in the rule breaking and externalizing domains (p-value for interaction terms: 0.002 and 0.04, respectively), such that there was no significant adverse impact of ETS exposure on behavior among those who experienced a "better" environment. We also detected a significant interaction between prenatal ETS exposure and living in a "worse" home environment on reported problems in the aggressive and externalizing domains (p-value for interaction terms: 0.03 and 0.02, respectively), such that there was a significant adverse effect of ETS exposure on behavior among children who experienced a "worse" environment. Aspects of the HOME environment, both positive and negative, moderated the effects of prenatal ETS exposure on selected behaviors at 7 years of age. This finding suggests that some negative developmental behavioral effects associated with ETS exposure early in life may be modified by the provision of an enriched learning environment as measured by the HOME inventory.

Space Shuttle Orbiter logistics - Managing in a dynamic environment

NASA Technical Reports Server (NTRS)

Renfroe, Michael B.; Bradshaw, Kimberly

1990-01-01

The importance and methods of monitoring logistics vital signs, logistics data sources and acquisition, and converting data into useful management information are presented. With the launch and landing site for the Shuttle Orbiter project at the Kennedy Space Center now totally responsible for its own supportability posture, it is imperative that logistics resource requirements and management be continually monitored and reassessed. Detailed graphs and data concerning various aspects of logistics activities including objectives, inventory operating levels, customer environment, and data sources are provided. Finally, some lessons learned from the Shuttle Orbiter project and logistics options which should be considered by other space programs are discussed.

Assessment of the educational environment at the College of Medicine of King Saud University, Riyadh.

PubMed

Al-Ayed, I H; Sheik, S A

2008-01-01

We used an Arabic translation (revised in our college) of the Dundee Ready Education Environment Measure (DREEM) inventory to assess the educational environment at the College of Medicine in King Saud University, Riyadh. Over 500 questionnaires were distributed and 222 were analysed. Scores were: 45.0% overall; 40.7% for students' perception of learning, 48.2% for perception of teachers, 46.3% for academic self-perception, 44.4% for perception of atmosphere, and 46.1% for social self-perception. Scores for first year students were significantly higher than the others. Scores for pre-clinical students were also significantly higher than those of students in clinical years. Sex was not a statistically significant variable.

Instructional strategies for online introductory college physics based on learning styles

NASA Astrophysics Data System (ADS)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Development and validation of the Simulation Learning Effectiveness Inventory.

PubMed

Chen, Shiah-Lian; Huang, Tsai-Wei; Liao, I-Chen; Liu, Chienchi

2015-10-01

To develop and psychometrically test the Simulation Learning Effectiveness Inventory. High-fidelity simulation helps students develop clinical skills and competencies. Yet, reliable instruments measuring learning outcomes are scant. A descriptive cross-sectional survey was used to validate psychometric properties of the instrument measuring students' perception of stimulation learning effectiveness. A purposive sample of 505 nursing students who had taken simulation courses was recruited from a department of nursing of a university in central Taiwan from January 2010-June 2010. The study was conducted in two phases. In Phase I, question items were developed based on the literature review and the preliminary psychometric properties of the inventory were evaluated using exploratory factor analysis. Phase II was conducted to evaluate the reliability and validity of the finalized inventory using confirmatory factor analysis. The results of exploratory and confirmatory factor analyses revealed the instrument was composed of seven factors, named course arrangement, equipment resource, debriefing, clinical ability, problem-solving, confidence and collaboration. A further second-order analysis showed comparable fits between a three second-order factor (preparation, process and outcome) and the seven first-order factor models. Internal consistency was supported by adequate Cronbach's alphas and composite reliability. Convergent and discriminant validities were also supported by confirmatory factor analysis. The study provides evidence that the Simulation Learning Effectiveness Inventory is reliable and valid for measuring student perception of learning effectiveness. The instrument is helpful in building the evidence-based knowledge of the effect of simulation teaching on students' learning outcomes. © 2015 John Wiley & Sons Ltd.

Relation of perceptions of educational environment with mindfulness among Chinese medical students: a longitudinal study.

PubMed

Xu, Xin; Wu, Daxing; Zhao, Xiaohua; Chen, Junxiang; Xia, Jie; Li, Mulei; Nie, Xueqing; Zhong, Xue

2016-01-01

Perceived educational environment influences academic outcomes, such as academic achievement, students' behaviors, well-being, socio-emotional adjustment and explicit self-esteem. Mindfulness is a set of skills that are beneficial to physical and mental health. Recently, it has been increasingly discussed about its usefulness in education, but little research has explored whether mindfulness can predict perceptions of educational environment. The aim of this study was to explore Chinese medical students' perceptions of learning environment and their relationship with mindfulness. Medical students at the Second Xiangya Hospital of Central South University (N=431) completed the Chinese version of Dundee Ready Educational Environment Measure (DREEM-C) and the Kentucky Inventory of Mindfulness Skills (KIMS-C). One year later, a subgroup of the cohort (N=231) completed the DREEM-C again. Independent-samples t-test, variance analysis, correlation analysis, and hierarchical multiple regression (HMR) were conducted. DREEM-C total and subscales scores were net positive, but with room for improvement. Perceptions differed in relation to gender, academic year, and age. KIMS-C scores correlated with DREEM-C scores. The predictive effect persisted 1 year later. Medical students had net-positive perceptions about their learning environment. Higher mindfulness scores were associated with greater satisfaction with the environment and this association showed persistence.

Relation of perceptions of educational environment with mindfulness among Chinese medical students: a longitudinal study.

PubMed

Xu, Xin; Wu, Daxing; Zhao, Xiaohua; Chen, Junxiang; Xia, Jie; Li, Mulei; Nie, Xueqing; Zhong, Xue

2016-01-01

Background Perceived educational environment influences academic outcomes, such as academic achievement, students' behaviors, well-being, socio-emotional adjustment and explicit self-esteem. Mindfulness is a set of skills that are beneficial to physical and mental health. Recently, it has been increasingly discussed about its usefulness in education, but little research has explored whether mindfulness can predict perceptions of educational environment. The aim of this study was to explore Chinese medical students' perceptions of learning environment and their relationship with mindfulness. Methods Medical students at the Second Xiangya Hospital of Central South University (N=431) completed the Chinese version of Dundee Ready Educational Environment Measure (DREEM-C) and the Kentucky Inventory of Mindfulness Skills (KIMS-C). One year later, a subgroup of the cohort (N=231) completed the DREEM-C again. Independent-samples t-test, variance analysis, correlation analysis, and hierarchical multiple regression (HMR) were conducted. Results DREEM-C total and subscales scores were net positive, but with room for improvement. Perceptions differed in relation to gender, academic year, and age. KIMS-C scores correlated with DREEM-C scores. The predictive effect persisted 1 year later. Conclusions Medical students had net-positive perceptions about their learning environment. Higher mindfulness scores were associated with greater satisfaction with the environment and this association showed persistence.

Institutional-Level Integration of the Learning and Study Strategies Inventory (LASSI)

ERIC Educational Resources Information Center

Kwong, Theresa; Wong, Eva; Downing, Kevin

2009-01-01

Purpose: The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote teaching and learning within the university. Design/methodology/approach: From the 2006 entry cohort, all undergraduate freshmen at City University of Hong Kong are…

40 CFR 52.1533 - Emission inventories.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 4 2012-07-01 2012-07-01 false Emission inventories. 52.1533 Section 52.1533 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) New Hampshire § 52.1533 Emission inventories...

40 CFR 52.1533 - Emission inventories.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 4 2014-07-01 2014-07-01 false Emission inventories. 52.1533 Section 52.1533 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) New Hampshire § 52.1533 Emission inventories...

40 CFR 52.1125 - Emission inventories.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 4 2012-07-01 2012-07-01 false Emission inventories. 52.1125 Section 52.1125 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Massachusetts § 52.1125 Emission inventories...

40 CFR 52.1533 - Emission inventories.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Emission inventories. 52.1533 Section 52.1533 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) New Hampshire § 52.1533 Emission inventories...

40 CFR 52.2086 - Emission inventories.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 5 2014-07-01 2014-07-01 false Emission inventories. 52.2086 Section 52.2086 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Rhode Island § 52.2086 Emission inventories...

40 CFR 52.1125 - Emission inventories.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 4 2013-07-01 2013-07-01 false Emission inventories. 52.1125 Section 52.1125 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Massachusetts § 52.1125 Emission inventories...

40 CFR 52.1533 - Emission inventories.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 4 2013-07-01 2013-07-01 false Emission inventories. 52.1533 Section 52.1533 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) New Hampshire § 52.1533 Emission inventories...

40 CFR 52.1125 - Emission inventories.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Emission inventories. 52.1125 Section 52.1125 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Massachusetts § 52.1125 Emission inventories...

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

PubMed Central

Soneral, Paula A. G.; Wyse, Sara A.

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. PMID:28213582

Historical Development of Learning Style Inventories from Dichotomous Cognitive Concepts of Field Dependence and Field Independence to Multi-Dimensional Assessment.

ERIC Educational Resources Information Center

Tamaoka, Katsuo

The historical development of learning style inventories is examined from the dichotomous concepts of cognitive styles to multidimensional assessment. Based on a series of experiments on vertical perception, H. A. Witkin formed the concepts of field-dependent and field-independent cognitive styles. Using the term "learning styles"…

The Impact of Curriculum Change on Health Sciences First Year Students' Approaches to Learning

ERIC Educational Resources Information Center

Walker, Rebecca; Spronken-Smith, Rachel; Bond, Carol; McDonald, Fiona; Reynolds, John; McMartin, Anna

2010-01-01

This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the impact of a curriculum change on students' approaches to learning in two large courses in a health sciences first year programme. The two new Human Body Systems (HUBS) courses were designed to encourage students to take a…

Further Validation of the Learning Alliance Inventory: The Roles of Working Alliance, Rapport, and Immediacy in Student Learning

ERIC Educational Resources Information Center

Rogers, Daniel T.

2015-01-01

This study further examined the reliability and validity of the Learning Alliance Inventory (LAI), a self-report measure designed to assess the working alliance between a student and a teacher. The LAI was found to have good internal consistency and test--retest reliability, and it demonstrated the predicted convergence with measures of immediacy…

Understanding the relationship between student attitudes and student learning

NASA Astrophysics Data System (ADS)

Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

2018-02-01

Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

40 CFR 52.1036 - Emission inventories.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Emission inventories. 52.1036 Section 52.1036 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maine § 52.1036 Emission inventories. (a) The...

40 CFR 52.1036 - Emission inventories.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 4 2014-07-01 2014-07-01 false Emission inventories. 52.1036 Section 52.1036 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maine § 52.1036 Emission inventories. (a) The...

40 CFR 52.1036 - Emission inventories.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 4 2013-07-01 2013-07-01 false Emission inventories. 52.1036 Section 52.1036 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maine § 52.1036 Emission inventories. (a) The...

40 CFR 52.1036 - Emission inventories.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 4 2012-07-01 2012-07-01 false Emission inventories. 52.1036 Section 52.1036 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maine § 52.1036 Emission inventories. (a) The...

40 CFR 60.25 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 6 2010-07-01 2010-07-01 false Emission inventories, source surveillance, reports. 60.25 Section 60.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED... State Plans for Designated Facilities § 60.25 Emission inventories, source surveillance, reports. (a...

40 CFR 60.25 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 7 2012-07-01 2012-07-01 false Emission inventories, source surveillance, reports. 60.25 Section 60.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED... State Plans for Designated Facilities § 60.25 Emission inventories, source surveillance, reports. (a...

40 CFR 60.25 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 7 2013-07-01 2013-07-01 false Emission inventories, source surveillance, reports. 60.25 Section 60.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED... State Plans for Designated Facilities § 60.25 Emission inventories, source surveillance, reports. (a...

40 CFR 60.25 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 6 2011-07-01 2011-07-01 false Emission inventories, source surveillance, reports. 60.25 Section 60.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED... State Plans for Designated Facilities § 60.25 Emission inventories, source surveillance, reports. (a...

40 CFR 60.25 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 7 2014-07-01 2014-07-01 false Emission inventories, source surveillance, reports. 60.25 Section 60.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED... State Plans for Designated Facilities § 60.25 Emission inventories, source surveillance, reports. (a...

A Psychometric Evaluation of the Digital Logic Concept Inventory

ERIC Educational Resources Information Center

Herman, Geoffrey L.; Zilles, Craig; Loui, Michael C.

2014-01-01

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric…

Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

ERIC Educational Resources Information Center

Zhou, Chaoying; Intaraprasert, Channarong

2015-01-01

This study was intended to investigate the use of language learning strategy employed by English-major pre-service teachers in Midwest China in relation to their gender and personality types. The modified Strategy Inventory for Language Learning (SILL) and adopted personality type inventory were used to collect the data. ANOVA and Chi-square tests…

Validating Proposed Learning Progressions on Force and Motion Using the Force Concept Inventory: Findings from Singapore Secondary Schools

ERIC Educational Resources Information Center

Fulmer, Gavin W.

2015-01-01

This study examines the validity of 2 proposed learning progressions on the force concept when tested using items from the Force Concept Inventory (FCI). This is the first study to compare students' performance with respect to learning progressions both for force and motion and for Newton's third law in parallel. It is also among the first studies…

Reassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time

PubMed Central

Palmgren, Per J.; Sundberg, Tobias; Laksov, Klara Bolander

2015-01-01

Objective The aim of the study was twofold: (1) to compare the perceived educational environment at 2 points in time and (2) to longitudinally examine potential changes in perceptions of the educational environment over time. Methods The validated Dundee Ready Educational Environment Measure (DREEM), a 50-item, self-administered Likert-type inventory, was used in this prospective study. Employing convenience sampling, undergraduate chiropractic students were investigated at 2 points in time: 2009 (n = 124) and 2012 (n = 127). An analysis of 2 matching samples was performed on 27% (n = 34) of the respondents in 2009. Results A total of 251 students (79%) completed the inventory, 83% (n = 124) in 2009 and 75% (n = 127) in 2012. The overall DREEM scores in both years were excellent: 156 (78%) and 153 (77%), respectively. The students' perceptions of teachers differed significantly between the 2 cohort years, decreasing from 77% to 73%. Three items received deprived scores: limited support for stressed students, authoritarian teachers, and an overemphasis on factual learning; the latter significantly decreased in 2012. In the longitudinal sample these items also displayed scores below the expected mean. Conclusion Students viewed the educational environment as excellent both in 2009 and 2012. The perceptions of teachers declined with time; however, this could be attributed to teachers' new roles. Certain aspects of the educational environment factored prominently during the comparative points in time, as well as longitudinally, and these ought to be further investigated and addressed to provide an enhanced educational environment. PMID:26023892

40 CFR 62.4622 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 9 2012-07-01 2012-07-01 false Emission inventories, source surveillance, reports. 62.4622 Section 62.4622 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...) § 62.4622 Emission inventories, source surveillance, reports. (a) The requirements of § 60.25(a) of...

40 CFR 62.4622 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 9 2013-07-01 2013-07-01 false Emission inventories, source surveillance, reports. 62.4622 Section 62.4622 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...) § 62.4622 Emission inventories, source surveillance, reports. (a) The requirements of § 60.25(a) of...

40 CFR 62.4622 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 8 2011-07-01 2011-07-01 false Emission inventories, source surveillance, reports. 62.4622 Section 62.4622 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...) § 62.4622 Emission inventories, source surveillance, reports. (a) The requirements of § 60.25(a) of...

40 CFR 62.4622 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 9 2014-07-01 2014-07-01 false Emission inventories, source surveillance, reports. 62.4622 Section 62.4622 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...) § 62.4622 Emission inventories, source surveillance, reports. (a) The requirements of § 60.25(a) of...

40 CFR 62.4622 - Emission inventories, source surveillance, reports.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 8 2010-07-01 2010-07-01 false Emission inventories, source surveillance, reports. 62.4622 Section 62.4622 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...) § 62.4622 Emission inventories, source surveillance, reports. (a) The requirements of § 60.25(a) of...

Developing Learning Style Inventory for Effective Instructional Design

ERIC Educational Resources Information Center

Guven, Bulent; Ozbek, Ozge

2007-01-01

In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial, and kinetic characteristics. This study on improving learning style inventory, which aims to help classroom teachers determine students' attributes in individualized…

J&K Fitness Supply Company: Auditing Inventory

ERIC Educational Resources Information Center

Clikeman, Paul M.

2012-01-01

This case provides auditing students with an opportunity to perform substantive tests of inventory using realistic-looking source documents. The learning objectives are to help students understand: (1) the procedures auditors perform in order to test inventory; (2) the source documents used in auditing inventory; and (3) the types of misstatements…

Medical students' perception of the learning environment at King Saud University Medical College, Saudi Arabia, using DREEM Inventory.

PubMed

Soliman, Mona M; Sattar, Kamran; Alnassar, Sami; Alsaif, Faisal; Alswat, Khalid; Alghonaim, Mohamed; Alhaizan, Maysoon; Al-Furaih, Nawaf

2017-01-01

The students' perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum. The objective of the present study was to determine the perception of the second batch (reformed curriculum) of medical graduates about the educational environment at the College of Medicine, KSU, using the Dundee Ready Education Environment Measure (DREEM) scale. The fifth year medical students were asked to evaluate the educational program after graduation in May 2014. The questionnaire was distributed to the graduate students electronically. The DREEM questionnaire consisted of 50 items based on Likert's scale; and five domains, namely, students' perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. Data were analyzed using SPSS. A total of 62 students participated in the study. The score for students' perception of learning among medical students ranged from 2.93 to 3.64 (overall mean score: 40.17). The score for students' perception of teachers ranged from 2.85 to 4.01 (overall mean score: 33.35). The score for students' academic self-perceptions ranged from 3.15 to 4.06 (overall mean score: 28.4). The score for students' perception of atmosphere ranged from 2.27 to 3.91 (overall mean score: 41.32). The score for students' social self-perceptions ranged from 2.85 to 4.33 (overall mean score: 24.33). The general perceptions of the students in all five sub-scales were positive. The overall student's perception about the educational environment was satisfactory. This study was important to evaluate the students' perception of the learning environment among medical graduates of the reformed curriculum and provided guidance on areas of improvement in the curriculum.

The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom

PubMed Central

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students’ perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students’ perceptions of their psycho-social climate of the classroom. PMID:28210602

Personal Factors Impacting College Student Success: Constructing College Learning Effectiveness Inventory (CLEI)

ERIC Educational Resources Information Center

Kim, Eunhee; Newton, Fred B.; Downey, Ronald G.; Benton, Stephen L.

2010-01-01

The College Learning Effectiveness Inventory, a new assessment tool identifying personal variables important to college student success, was constructed using empirical approaches grounded in a conceptual model. The exploratory and confirmatory studies revealed the six-underlying factors: Academic Self-Efficacy, Organization and Attention to…

Pursuing Improvement in Clinical Reasoning: Development of the Clinical Coaching Interactions Inventory.

PubMed

Jessee, Mary Ann; Tanner, Christine A

2016-09-01

Clinical coaching has been identified as a signature pedagogy in nursing education. Recent findings indicate that clinical coaching interactions in the clinical learning environment fail to engage students in the higher order thinking skills believed to promote clinical reasoning. The Clinical Coaching Interactions Inventory (CCII) was based on evidence of supervisor questioning techniques, the Tanner clinical judgment model, Bloom's Taxonomy, and simulation evaluation tools. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Reliability was established with Kuder-Richardson Formula 20 (KR-20). CVI (S-CVI/Ave) was .91, and KR-20 was .70. The CCII identified differences in clinical coaching behaviors in university faculty supervisors and staff nurse preceptor supervisors. The CCII advances the measurement of clinical coaching interactions from qualitative to quantitative. Ultimately, results from use of this inventory may facilitate the design of prelicensure clinical coaching strategies that promote the improvement of students' clinical reasoning skill. [J Nurs Educ. 2016;55(9):495-504.]. Copyright 2016, SLACK Incorporated.

National Mobile Inventory Model (NMIM)

EPA Pesticide Factsheets

The National Mobile Inventory Model (NMIM) is a free, desktop computer application developed by EPA to help you develop estimates of current and future emission inventories for on-road motor vehicles and nonroad equipment. To learn more search the archive

Simulation fails to replicate stress in trainees performing a technical procedure in the clinical environment.

PubMed

Baker, B G; Bhalla, A; Doleman, B; Yarnold, E; Simons, S; Lund, J N; Williams, J P

2017-01-01

Simulation-based training (SBT) has become an increasingly important method by which doctors learn. Stress has an impact upon learning, performance, technical, and non-technical skills. However, there are currently no studies that compare stress in the clinical and simulated environment. We aimed to compare objective (heart rate variability, HRV) and subjective (state trait anxiety inventory, STAI) measures of stress theatre with a simulated environment. HRV recordings were obtained from eight anesthetic trainees performing an uncomplicated rapid sequence induction at pre-determined procedural steps using a wireless Polar RS800CX monitor © in an emergency theatre setting. This was repeated in the simulated environment. Participants completed an STAI before and after the procedure. Eight trainees completed the study. The theatre environment caused an increase in objective stress vs baseline (p = .004). There was no significant difference between average objective stress levels across all time points (p = .20) between environments. However, there was a significant interaction between the variables of objective stress and environment (p = .045). There was no significant difference in subjective stress (p = .27) between environments. Simulation was unable to accurately replicate the stress of the technical procedure. This is the first study that compares the stress during SBT with the theatre environment and has implications for the assessment of simulated environments for use in examinations, rating of technical and non-technical skills, and stress management training.

Comparison of normalized gain and Cohen's d for analyzing gains on concept inventories

NASA Astrophysics Data System (ADS)

Nissen, Jayson M.; Talbot, Robert M.; Nasim Thompson, Amreen; Van Dusen, Ben

2018-06-01

Measuring student learning is a complicated but necessary task for understanding the effectiveness of instruction and issues of equity in college science, technology, engineering, and mathematics (STEM) courses. Our investigation focused on the implications on claims about student learning that result from choosing between one of two commonly used metrics for analyzing shifts in concept inventories. The metrics are normalized gain (g ), which is the most common method used in physics education research and other discipline based education research fields, and Cohen's d , which is broadly used in education research and many other fields. Data for the analyses came from the Learning About STEM Student Outcomes (LASSO) database and included test scores from 4551 students on physics, chemistry, biology, and math concept inventories from 89 courses at 17 institutions from across the United States. We compared the two metrics across all the concept inventories. The results showed that the two metrics lead to different inferences about student learning and equity due to the finding that g is biased in favor of high pretest populations. We discuss recommendations for the analysis and reporting of findings on student learning data.

Assessing student understanding of host pathogen interactions using a concept inventory.

PubMed

Marbach-Ad, Gili; Briken, Volker; El-Sayed, Najib M; Frauwirth, Kenneth; Fredericksen, Brenda; Hutcheson, Steven; Gao, Lian-Yong; Joseph, Sam; Lee, Vincent T; McIver, Kevin S; Mosser, David; Quimby, B Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C; Yuan, Robert T; Smith, Ann C

2009-01-01

As a group of faculty with expertise and research programs in the area of host-pathogen interactions (HPI), we are concentrating on students' learning of HPI concepts. As such we developed a concept inventory to measure level of understanding relative to HPI after the completion of a set of microbiology courses (presently eight courses). Concept inventories have been useful tools for assessing student learning, and our interest was to develop such a tool to measure student learning progression in our microbiology courses. Our teaching goal was to create bridges between our courses which would eliminate excessive overlap in our offerings and support a model where concepts and ideas introduced in one course would become the foundation for concept development in successive courses. We developed our HPI concept inventory in several phases. The final product was an 18-question, multiple-choice concept inventory. In fall 2006 and spring 2007 we administered the 18-question concept inventory in six of our courses. We collected pre- and postcourse surveys from 477 students. We found that students taking pretests in the advanced courses retained the level of understanding gained in the general microbiology prerequisite course. Also, in two of our courses there was significant improvement on the scores from pretest to posttest. As we move forward, we will concentrate on exploring the range of HPI concepts addressed in each course and determine and/or create effective methods for meaningful student learning of HPI aspects of microbiology.

The Effect of Race on Self-Esteem and Depression in Learning Disabled Children.

ERIC Educational Resources Information Center

Stanley, Patricia D.; And Others

This study examined relationships between self-esteem, depression, and race in 70 learning disabled high school students (39 white and 31 black). Subjects were administered the Coopersmith Self Esteem Inventory and the Children's Depression Inventory. Statistical analysis indicated a significant sex by race interaction. Both white females and…

Infant Communicative Development Assessed with the European Portuguese MacArthur-Bates Communicative Development Inventories Short Forms

ERIC Educational Resources Information Center

Frota, Sónia; Butler, Joseph; Correia, Susana; Severino, Cátia; Vicente, Selene; Vigário, Marina

2016-01-01

This article describes the European Portuguese MacArthur-Bates Communicative Development Inventories short forms, the first published instruments for the assessment of language development in EP-learning infants and toddlers. Normative data from the EP population are presented, focusing on developmental trends for vocabulary learning, production…

Science Laboratory Environment and Academic Performance

NASA Astrophysics Data System (ADS)

Aladejana, Francisca; Aderibigbe, Oluyemisi

2007-12-01

The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry students in a state in Nigeria. The research instrument, Science Laboratory Environment Inventory (SLEI) designed and validated by Fraser et al. (Sci Educ 77:1-24, 1993) was administered on the selected students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the five components (Student cohesiveness, Open-endedness, Integration, Rule clarity, and Material Environment) of the laboratory environment. Student cohesiveness has the highest assessment while material environment has the least. The results also showed that the five components of the science laboratory environment are positively correlated with students' academic performance. The findings are discussed with a view to improving the quality of the laboratory environment, subsequent academic performance in science and ultimately the enrolment and retaining of learners in science.

‘right@home’: a randomised controlled trial of sustained nurse home visiting from pregnancy to child age 2 years, versus usual care, to improve parent care, parent responsivity and the home learning environment at 2 years

PubMed Central

Goldfeld, Sharon; Price, Anna; Bryson, Hannah; Bruce, Tracey; Mensah, Fiona; Orsini, Francesca; Gold, Lisa; Hiscock, Harriet; Smith, Charlene; Bishop, Lara; Jackson, Dianne; Kemp, Lynn

2017-01-01

Introduction By the time children start school, inequities in learning, development and health outcomes are already evident. Sustained nurse home visiting (SNHV) offers a potential platform for families experiencing adversity, who often have limited access to services. While SNHV programmes have been growing in popularity in Australia and internationally, it is not known whether they can improve children's learning and development when offered via the Australian service system. The right@home trial aims to investigate the effectiveness of an SNHV programme, offered to women from pregnancy to child age 2 years, in improving parent care of and responsivity to the child, and the home learning environment. Methods and analysis Pregnant Australian women (n=722) are identified after completing a screening survey of 10 factors known to predict children's learning and development (eg, young pregnancy, poor mental or physical health, lack of support). Consenting women—surveyed while attending clinics at 10 hospitals in Victoria and Tasmania—are enrolled if they report having 2 or more risk factors. The intervention comprises 25 home visits from pregnancy to 2 years, focusing on parent care of the child, responsivity to the child and providing a good quality home learning environment. The standard, universal, Australian child and family health service provides the comparator (control). Primary outcome measures include a combination of parent-reported and objective assessments of children's sleep, safety, nutrition, parenting styles and the home learning environment, including the Home Observation of the Environment Inventory and items adapted from the Longitudinal Study of Australian Children. Ethics and dissemination This study is approved by the Royal Children's Hospital Human Research Ethics Committees (HREC 32296) and site-specific HRECs. The investigators and sponsor will communicate the trial results to stakeholders, participants, healthcare professionals, the public and other relevant groups via presentations and publications. Trial registration number ISRCTN89962120, pre-results. PMID:28320789

'right@home': a randomised controlled trial of sustained nurse home visiting from pregnancy to child age 2 years, versus usual care, to improve parent care, parent responsivity and the home learning environment at 2 years.

PubMed

Goldfeld, Sharon; Price, Anna; Bryson, Hannah; Bruce, Tracey; Mensah, Fiona; Orsini, Francesca; Gold, Lisa; Hiscock, Harriet; Smith, Charlene; Bishop, Lara; Jackson, Dianne; Kemp, Lynn

2017-03-20

By the time children start school, inequities in learning, development and health outcomes are already evident. Sustained nurse home visiting (SNHV) offers a potential platform for families experiencing adversity, who often have limited access to services. While SNHV programmes have been growing in popularity in Australia and internationally, it is not known whether they can improve children's learning and development when offered via the Australian service system. The right@home trial aims to investigate the effectiveness of an SNHV programme, offered to women from pregnancy to child age 2 years, in improving parent care of and responsivity to the child, and the home learning environment. Pregnant Australian women (n=722) are identified after completing a screening survey of 10 factors known to predict children's learning and development (eg, young pregnancy, poor mental or physical health, lack of support). Consenting women-surveyed while attending clinics at 10 hospitals in Victoria and Tasmania-are enrolled if they report having 2 or more risk factors. The intervention comprises 25 home visits from pregnancy to 2 years, focusing on parent care of the child, responsivity to the child and providing a good quality home learning environment. The standard, universal, Australian child and family health service provides the comparator (control). Primary outcome measures include a combination of parent-reported and objective assessments of children's sleep, safety, nutrition, parenting styles and the home learning environment, including the Home Observation of the Environment Inventory and items adapted from the Longitudinal Study of Australian Children. This study is approved by the Royal Children's Hospital Human Research Ethics Committees (HREC 32296) and site-specific HRECs. The investigators and sponsor will communicate the trial results to stakeholders, participants, healthcare professionals, the public and other relevant groups via presentations and publications. ISRCTN89962120, pre-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Learning Style Scales: a valid and reliable questionnaire.

PubMed

Abdollahimohammad, Abdolghani; Ja'afar, Rogayah

2014-01-01

Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach's α, corrected item-total correlation, and test-retest. Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach's α was >0.70 for all subscales in both study populations. The corrected item-total correlations were >0.30 for the items in each component. The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

The Learning Transfer System Inventory (LTSI) in Ukraine: The Cross-Cultural Validation of the Instrument

ERIC Educational Resources Information Center

Yamkovenko, Bogdan V.; Holton, Elwood, III; Bates, R. A.

2007-01-01

Purpose: The purpose of this research is to expand cross-cultural research and validate the Learning Transfer System Inventory in Ukraine. The researchers seek to translate the LTSI into Ukrainian and investigate the internal structure of this translated version of the questionnaire. Design/methodology/approach: The LTSI is translated into…

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…

Effects of personality traits on collaborative performance in problem-based learning tutorials

PubMed Central

Jang, Hye Won; Park, Seung Won

2016-01-01

Objectives To examine the relationship between students’ collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students’ collaborative performance. Results Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA) was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence. Conclusion Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments. PMID:27874153

Effects of personality traits on collaborative performance in problem-based learning tutorials.

PubMed

Jang, Hye Won; Park, Seung Won

2016-12-01

To examine the relationship between students' collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods:This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students' collaborative performance. Results: Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA)  was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence.  Conclusion: Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments.

The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

NASA Astrophysics Data System (ADS)

Llerandi Roman, Pablo Antonio

The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching. Some participants successfully integrated inquiry-based lessons on the nature of science and earth science at their schools, but were unsuccessful in integrating field trips. The lack of teacher education programs and the inadequacy of earth science conceptual and pedagogical understanding held by in-service teachers are the main barriers for effective earth science teaching in Puerto Rico. This study established a foundation for future earth science education projects for Latino teachers. Additionally, as a result of this investigation various recommendations were made to effectively implement earth science teacher education programs in Puerto Rico and internationally.

Informal Assessment of Older Readers' Abilities.

ERIC Educational Resources Information Center

Siedow, Mary Dunn

1991-01-01

Explores the utility of an informal reading inventory for assessing the reading abilities of college students. Determines the amount and kinds of information that can be learned from an informal reading inventory. Determines whether information gained from the Advanced Reading Inventory differed qualitatively from that obtained from the Nelson…

"Integrating Concepts in Biology" Textbook Increases Learning: Assessment Triangulation Using Concept Inventory, Card Sorting, and MCAT Instruments, Followed by Longitudinal Tracking

ERIC Educational Resources Information Center

Luckie, Douglas B.; Hoskinson, Anne-Marie; Griffin, Caleigh E.; Hess, Andrea L.; Price, Katrina J.; Tawa, Alex; Thacker, Samantha M.

2017-01-01

The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook "Integrating Concepts in Biology" ("ICB"), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth…

The Psychometric Analysis of the Persian Version of the Strategy Inventory for Language Learning of Rebecca L. Oxford

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2012-01-01

The current study aims to analyze the psychometric qualities of the Persian adapted version of Strategy Inventory for Language Learning (SILL) developed by Rebecca L. Oxford (1990). Three instruments were used: Persian adapted version of SILL, a Background Questionnaire, and Test of English as a Foreign Language. Two hundred and thirteen Iranian…

Construct Validation of an Arabic Version of the Learning Transfer System Inventory for Use in Jordan

ERIC Educational Resources Information Center

Khasawneh, Samer; Bates, Reid; Holton, Elwood F., III

2006-01-01

The purpose of this study was to translate and validate an Arabic version of the Learning Transfer System Inventory (LTSI) for use in Jordan. The study also investigated the perceptions of transfer system characteristics across selected individual and situational variables. The LTSI was administered to 450 employees of 28 different public and…

Inventory of Innovative Learning Materials in Marine Science and Technology. UNESCO Reports in Marine Science 60.

ERIC Educational Resources Information Center

Richards, Adrian F.; Richards, Efrosine A.

The Inventory of Innovative Learning Materials in Marine Science and Technology includes 32 computer-, 148 video-, 16 film-, and 11 CD-ROM-based entries. They concern materials in biosciences (67), chemistry (5), geosciences (16), physics (23), technology (76) and other (20). This first, initial compilations is conceived as the basis for more…

Attempted Validation of the Scores of the VARK: Learning Styles Inventory with Multitrait-Multimethod Confirmatory Factor Analysis Models

ERIC Educational Resources Information Center

Leite, Walter L.; Svinicki, Marilla; Shi, Yuying

2010-01-01

The authors examined the dimensionality of the VARK learning styles inventory. The VARK measures four perceptual preferences: visual (V), aural (A), read/write (R), and kinesthetic (K). VARK questions can be viewed as testlets because respondents can select multiple items within a question. The correlations between items within testlets are a type…

Understanding Randomness and Its Impact on Student Learning: Lessons Learned from Building the Biology Concept Inventory (BCI)

ERIC Educational Resources Information Center

Garvin-Doxas, Kathy; Klymkowsky, Michael W.

2008-01-01

While researching student assumptions for the development of the Biology Concept Inventory (BCI; http://bioliteracy.net), we found that a wide class of student difficulties in molecular and evolutionary biology appears to be based on deep-seated, and often unaddressed, misconceptions about random processes. Data were based on more than 500…

The Learning and Study Strategies Inventory-High School Version: Issues of Factorial Invariance Across Gender and Ethnicity

ERIC Educational Resources Information Center

Stevens, Tara; Tallent-Runnels, Mary K.

2004-01-01

The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-High School (LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of…

Transforming round pegs to fill square holes:Facing the challenge of forest inventories as tools of environmental policy for the 21st century

Treesearch

Victor A. Rudis

1993-01-01

Todays forest inventory specialist is challenged to combine inventories and analysis of timber with range recreation, soil, water, and wildlife resources, related human uses, and social and economic concerns.Lessons learned in adapting timber-oriented forest inventories toward holistic forest resources assessment are provided.Discussed are ways to maintain dialogue...

Implementing Learning Assistants and Tutorials in the Laboratory Environment

NASA Astrophysics Data System (ADS)

Stewart, John; Henderson, Rachel; Miller, Paul

2016-03-01

This talk describes the results of a novel implementation of a Learning Assistant (LA) program where the LAs facilitated the presentation of the Tutorials in Introductory Physics as part of an otherwise traditional laboratory. LAs received both general training in the teaching of science and specific training in the presentation of the Tutorials. The LAs acted as the lead laboratory instructor for one hour each lab. The program required very little interaction from the lecturer. The program showed a substantial increase in learning gains on the Force and Motion Conceptual Inventory in the first semester course, but weaker improvement of learning gains on the Conceptual Survey of Electricity and Magnetism in the second semester course. Multiple linear regression showed that gender, student ability, and whether the student was on-sequence were significant regressors. The instructor was a substantial random effect (SD = 0 . 10), but the teaching assistant (SD = 0 . 00) and learning assistant (SD = 0 . 01) were much weaker random effects on the normalized gain. The instructor standing (tenure-track, teaching faculty, or adjunct) was a weakly significant regressor (p < 0 . 05).

A Control Systems Concept Inventory Test Design and Assessment

ERIC Educational Resources Information Center

Bristow, M.; Erkorkmaz, K.; Huissoon, J. P.; Jeon, Soo; Owen, W. S.; Waslander, S. L.; Stubley, G. D.

2012-01-01

Any meaningful initiative to improve the teaching and learning in introductory control systems courses needs a clear test of student conceptual understanding to determine the effectiveness of proposed methods and activities. The authors propose a control systems concept inventory. Development of the inventory was collaborative and iterative. The…

Utilizing a Simulation Exercise to Illustrate Critical Inventory Management Concepts

ERIC Educational Resources Information Center

Umble, Elisabeth; Umble, Michael

2013-01-01

Most undergraduate business students simply do not appreciate the elegant mathematical beauty of inventory models. So how does an instructor capture students' interest and keep them engaged in the learning process when teaching inventory management concepts? This paper describes a competitive and energizing in-class simulation game that introduces…

40 CFR 52.1125 - Emission inventories.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Emission inventories. 52.1125 Section...) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Massachusetts § 52.1125 Emission inventories... emission inventories for the Springfield nonattainment area and the Massachusetts portion of the Boston...

Applying a Danish Version of the Learning Transfer System Inventory and Testing It for Different Types of Education

ERIC Educational Resources Information Center

Soerensen, Peter; Stegeager, Nikolaj; Bates, Reid

2017-01-01

The purpose of this study was to answer two research questions. First, will an exploratory factor analysis of a Danish version of the Learning Transfer System Inventory (LTSI) result in a factor structure which is consistent with the original American LTSI factor structure? Second, does the mean score in the factor analysis vary in a statistically…

Using the Minnesota Multiphasic Personality Inventory-2 to Develop a Scale to Identify Test Anxiety among Students with Learning Disabilities

ERIC Educational Resources Information Center

Lufi, Dubi; Awwad, Abeer

2013-01-01

The purpose of this article was to describe an initial step developing a new scale to identify individuals with learning disabilities (LD) and test anxiety. Eighty-eight students answered the "Minnesota Multiphasic Personality Inventory-2" (MMPI-2). The participants were drawn from the following three groups: (a) adults with LD and test…

Applying a Force and Motion Learning Progression over an Extended Time Span Using the Force Concept Inventory

ERIC Educational Resources Information Center

Fulmer, Gavin W.; Liang, Ling L.; Liu, Xiufeng

2014-01-01

This exploratory study applied a proposed force and motion learning progression (LP) to high-school and university students and to content involving both one- and two-dimensional force and motion situations. The Force Concept Inventory (FCI) was adapted, based on a previous content analysis and coding of the questions in the FCI in terms of the…

Examining the Factor Structure and Predictive Ability of the German-Version of the Learning Transfer Systems Inventory

ERIC Educational Resources Information Center

Bates, Reid; Kauffeld, Simone; Holton, Elwood F., III

2007-01-01

Purpose: The purpose of this research is to examine the construct and predictive ability of a German version of the Learning Transfer Systems Inventory (GLTSI), an instrument designed to assess a constellation of 16 factors known to influence the transfer of training in work settings. Design/methodology/approach: The survey data for this study was…

The Latent Structures of the Learning and Study Strategies Inventory (LASSI): A Comparative Analysis.

ERIC Educational Resources Information Center

Obiekwe, Jerry C.

The first purpose of this study was to analyze the results of the confirmatory factor analyses, via EQS, with regard to the latent structures of the Learning and Study Strategies Inventory (LASSI) (C. Weinstein, D. Palmer, and A. Schulte, 1987) as proposed by S. Olejnik and S. Nist (1992), A. Olivarez and M. Tallent-Runnels (1994), B. Olaussen and…

40 CFR 52.1391 - Emission inventories.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Emission inventories. 52.1391 Section...) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Montana § 52.1391 Emission inventories. (a) The Governor of the State of Montana submitted the 1990 carbon monoxide base year emission inventories...

Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education

NASA Astrophysics Data System (ADS)

Vertenten, Kristin

2002-01-01

Finding a way to encourage first year students to use deep processing strategies was the aim of this research. The need for an adequate method became clear after using the Inventory of Learning Styles (ILS) of Vermunt: almost half of the first year students turned out to have an undirected or a reproduction-directed learning style. A possible intervention is process-oriented instruction. In this type of instruction learning strategies are taught in coherence with domain specific knowledge. The emphasis is on a gradual transfer from a strongly instruction-guided regulation of the learning process towards a student-regulation. By promoting congruence and constructive frictions between instruction and learning strategies, students are challenged to improve their learning strategies. These general features of process-oriented instruction were refined by Vermunt (1992) in twelve general and specific principles. Literature was studied in which researchers reported about their experiences with interventions aimed at teaching physics knowledge, physics strategies and/or learning and thinking strategies. It became obvious that several successful interventions stressed four principles: (1) the student must experience (constructive) f&barbelow;rictions, including cognitive conflicts; (2) he must be encouraged to ṟeflect on his experiences (thinking about them and analysing them); (3) the instruction must e&barbelow;xplicate and demonstrate the necessary knowledge and strategies; and (4) the student must be given the opportunity to practice (ḏoing) with the learned knowledge and strategies. These four FRED-principles are useful for teaching both general and domain specific knowledge and strategies. They show similarities with the four stages in the learning cycle of Kolb (1984). Moreover, other elements of process-oriented instruction are also depicted by the learning cycle, which, when used in process-oriented instruction, has to start with experiencing (constructive) frictions. The gradual shift of the regulation of the learning process can also be translated to the learning cycle. This can be accomplished by giving a new meaning to the radius of the circle which must represent the growing self-regulation of the learning process. This transforms the learning cycle into a learning spiral. The four FRED-principles were used to develop a learning environment for the first year physics problem-solving classes. After working in this learning environment during the first semester, students began using deep processing strategies in a self-regulated manner. After the second semester the reproduction-directed and undirected learning style were vanished or strongly diminished. These effects were not found in a traditional learning environment. The experimental group also obtained better study results. Working in the developed learning environment did not heighten the study load. (Abstract shortened by UMI.)

Learning styles and approaches to learning mathematics of students majoring in elementary education: a three-year study.

PubMed

Alkhateeb, Haitham M; Mji, Andile

2009-10-01

The goal of this 3-yr. study was to explore the learning styles and approaches to learning mathematics of elementary education majors. Two questionnaires, the Learning Style Inventory and the Approaches to Learning Mathematics Questionnaire, were administered to 149 women and 32 men (M = 20.1 yr., SD. = 2.1; range = 18-31). All were in their first or second years of college and enrolled in Mathematics for Elementary School Teachers at a Midwestern U.S. university. Results on the Learning Style Inventory indicated that a majority scored as either Accommodators, i.e., they primarily followed learning modes involving Active Experimentation and Concrete Experience, or as Divergers, i.e., approaching learning by focusing on Concrete Experience and Reflective Observation. A weak but statistically significant association was observed on the Approaches questionnaire between the Surface Approach and Reflective Observation.

Development and Psychometric Evaluation of the Independent School Teacher Development Inventory

ERIC Educational Resources Information Center

Murray, John M.

2012-01-01

In this study the author examined the psychometrics of an instrument, the Independent School Teacher Development Inventory, designed to assess the professional learning opportunities in U.S. independent schools. The inventory was sent to 3,422 independent school administrators and of these, 2,474 returned completed surveys. Exploratory factor…

Human Ecology Students: What's Their Learning Style?

ERIC Educational Resources Information Center

Eghan, Felicia R.; Eghan, Tony

1996-01-01

The Hanson and Silver Learning Preferences Inventory was completed by 167 human ecology students. The predominant learning style was sensing feeling and introverted. There was a significant relationship between learning style and choice of major. (SK)

40 CFR 52.1036 - Emission inventories.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Emission inventories. 52.1036 Section...) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maine § 52.1036 Emission inventories. (a) The Governor's designee for the State of Maine submitted 1990 base year emission inventories for the Knox and...

40 CFR 52.384 - Emission inventories.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 3 2010-07-01 2010-07-01 false Emission inventories. 52.384 Section 52...) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Connecticut § 52.384 Emission inventories. (a) The Governor's designee for the State of Connecticut submitted the 1990 base year emission inventories for the...

40 CFR 52.993 - Emissions inventories.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 3 2010-07-01 2010-07-01 false Emissions inventories. 52.993 Section...) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Louisiana § 52.993 Emissions inventories. (a) The Governor of the State of Louisiana submitted the 1990 base year emission inventories for the Baton Rouge...

40 CFR 52.1533 - Emission inventories.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Emission inventories. 52.1533 Section...) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) New Hampshire § 52.1533 Emission inventories... inventory for the entire state on January 26, 1993 as a revision to the State Implementation Plan (SIP...

40 CFR 710.35 - Duplicative reporting.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Duplicative reporting. 710.35 Section 710.35 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS 2002 Inventory Update Reporting § 710.35 Duplicative reporting...

40 CFR 710.37 - Recordkeeping requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Recordkeeping requirements. 710.37 Section 710.37 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS 2002 Inventory Update Reporting § 710.37 Recordkeeping...

Teaching for Different Learning Styles.

ERIC Educational Resources Information Center

Cropper, Carolyn

1994-01-01

This study examined learning styles in 137 high ability fourth-grade students. All students were administered two learning styles inventories. Characteristics of students with the following learning styles are summarized: auditory language, visual language, auditory numerical, visual numerical, tactile concrete, individual learning, group…

The context of learning anatomy: does it make a difference?

PubMed Central

Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

2014-01-01

This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ∼ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement ‘I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional’. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. PMID:23930933

The context of learning anatomy: does it make a difference?

PubMed

Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

2014-03-01

This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ~ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement 'I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional'. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. © 2013 Anatomical Society.

Measurement of the Postgraduate Educational Environment of Junior Doctors Training in Medicine at an Irish University Teaching Hospital.

PubMed

Flaherty, G T; Connolly, R; O'Brien, T

2016-08-01

A positive learning environment in which postgraduate doctors are supported, supervised and nurtured, is likely to lead to enhanced professional satisfaction and improved patient care. The aims of the current study were to use the PHEEM inventory to determine the aspects of their current learning environment which junior doctors rate most and least positively. The PHEEM questionnaire was administered to all junior doctors working in medical subspecialties at Galway University Hospitals in Ireland. A response rate of 60 % (n = 61) was obtained. The mean total PHEEM score was 82.88 ± 18.99, corresponding to an educational environment with more positive than negative aspects but with room for improvement. The mean total PHEEM score (±standard deviation) of registrars (89.65 ± 20.92) exceeded that of Interns (84.00 ± 15.26) and SHOs (75.12 ± 18.09). Over half (55 %) of the individual items were rated by the junior doctors as more positive than negative. Nineteen items (48 %) pointed to areas in need of enhancement, whilst 3 items were rated as satisfactory or better. Analysis of qualitative data confirmed that deficiencies exist in various aspects of the educational climate, including protected educational time, access to suitable learning opportunities, the nature of tasks performed by junior doctors, the hospital bleep protocol, implementation of the European Working Time Directive, feedback and career guidance. Recommendations stemming from this study should lead to improvements in the quality of the educational environment of junior doctors and may stimulate similar evaluations in other teaching hospitals.

40 CFR 35.6660 - Property inventory reports.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Property inventory reports. 35.6660... Response Actions Reports Required Under A Cooperative Agreement § 35.6660 Property inventory reports. (a... on the project. (2) Reporting frequency. The recipient must submit an inventory report to EPA at the...

40 CFR 710.57 - Recordkeeping requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Recordkeeping requirements. 710.57 Section 710.57 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS Inventory Update Reporting for 2006 and Beyond § 710.57...

40 CFR 710.55 - Duplicative reporting.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Duplicative reporting. 710.55 Section 710.55 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS Inventory Update Reporting for 2006 and Beyond § 710.55...

40 CFR 35.6660 - Property inventory reports.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Property inventory reports. 35.6660 Section 35.6660 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL ASSISTANCE STATE AND LOCAL ASSISTANCE Cooperative Agreements and Superfund State Contracts for Superfund...

Learning styles of first-year orthopedic surgical residents at 1 accredited institution.

PubMed

Caulley, Lisa; Wadey, Veronica; Freeman, Risa

2012-01-01

This study represents 1 arm of a 5-year prospective study investigating the learning styles of orthopedic residents and their surgical educators. This project investigates the learning styles of the 2009-2010 year 1 orthopedic surgical residents. A cross-sectional survey using the Kolb Learning Style Inventory was completed by 13 first year orthopedic residents. Direct 1-to-1 interviews were completed with the primary investigator and each participant using the Kolb Learning Style Inventory and learning styles were determined. Converging learning style was the most common among the residents (53.8%). Residents demonstrated a high tendency toward the learning skill of abstract conceptualization combined with active experimentation, and a transition from action-oriented to more reflective learning style with age and postgraduate education. These results may be useful in creating strategies specific to each learning style that will be offered to residents to enhance future teaching and learning. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Sampling over Nonuniform Distributions: A Neural Efficiency Account of the Primacy Effect in Statistical Learning.

PubMed

Karuza, Elisabeth A; Li, Ping; Weiss, Daniel J; Bulgarelli, Federica; Zinszer, Benjamin D; Aslin, Richard N

2016-10-01

Successful knowledge acquisition requires a cognitive system that is both sensitive to statistical information and able to distinguish among multiple structures (i.e., to detect pattern shifts and form distinct representations). Extensive behavioral evidence has highlighted the importance of cues to structural change, demonstrating how, without them, learners fail to detect pattern shifts and are biased in favor of early experience. Here, we seek a neural account of the mechanism underpinning this primacy effect in learning. During fMRI scanning, adult participants were presented with two artificial languages: a familiar language (L1) on which they had been pretrained followed by a novel language (L2). The languages were composed of the same syllable inventory organized according to unique statistical structures. In the absence of cues to the transition between languages, posttest familiarity judgments revealed that learners on average more accurately segmented words from the familiar language compared with the novel one. Univariate activation and functional connectivity analyses showed that participants with the strongest learning of L1 had decreased recruitment of fronto-subcortical and posterior parietal regions, in addition to a dissociation between downstream regions and early auditory cortex. Participants with a strong new language learning capacity (i.e., higher L2 scores) showed the opposite trend. Thus, we suggest that a bias toward neural efficiency, particularly as manifested by decreased sampling from the environment, accounts for the primacy effect in learning. Potential implications of this hypothesis are discussed, including the possibility that "inefficient" learning systems may be more sensitive to structural changes in a dynamic environment.

Personality and Approaches to Learning Predict Preference for Different Teaching Methods

ERIC Educational Resources Information Center

Chamorro-Premuzic, Tomas; Furnham, Adrian; Lewis, Martin

2007-01-01

A total of 221 (111 female and 110 male) British Medical students completed the NEO-FFI personality inventory [Costa, P. T., Jr., and McCrae, R. R. (1992). "Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual." Odessa, FL: Psychological Assessment Resources.], an abbreviated version of Biggs'…

Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.

PubMed

Norwich, B

1999-12-01

There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. In the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci & Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. The results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.

7 CFR 3407.6 - Categorical exclusions.

Code of Federal Regulations, 2012 CFR

2012-01-01

...; (iii) Inventories, research activities and studies, such as resource inventories and routine data... impacts on the quality of the human environment: (i) The following categories of research programs or projects of limited size and magnitude or with only short-term effects on the environment: (A) Research...

7 CFR 3407.6 - Categorical exclusions.

Code of Federal Regulations, 2014 CFR

2014-01-01

...; (iii) Inventories, research activities and studies, such as resource inventories and routine data... impacts on the quality of the human environment: (i) The following categories of research programs or projects of limited size and magnitude or with only short-term effects on the environment: (A) Research...

7 CFR 3407.6 - Categorical exclusions.

Code of Federal Regulations, 2013 CFR

2013-01-01

...; (iii) Inventories, research activities and studies, such as resource inventories and routine data... impacts on the quality of the human environment: (i) The following categories of research programs or projects of limited size and magnitude or with only short-term effects on the environment: (A) Research...

VT0005 In Action: National Forest Biomass Inventory Using Airborne Lidar Sampling

NASA Astrophysics Data System (ADS)

Saatchi, S. S.; Xu, L.; Meyer, V.; Ferraz, A.; Yang, Y.; Shapiro, A.; Bastin, J. F.

2016-12-01

Tropical countries are required to produce robust and verifiable estimates of forest carbon stocks for successful implementation of climate change mitigation. Lack of systematic national inventory data due to access, cost, and infrastructure, has impacted the capacity of most tropical countries to accurately report the GHG emissions to the international community. Here, we report on the development of the aboveground forest carbon (AGC) map of Democratic Republic of Congo (DRC) by using the VCS (Verified Carbon Standard) methodology developed by Sassan Saatchi (VT0005) using high-resolution airborne LiDAR samples. The methodology provides the distribution of the carbon stocks in aboveground live trees of more than 150 million ha of forests at 1-ha spatial resolution in DRC using more than 430, 000 ha of systematic random airborne Lidar inventory samples of forest structure. We developed a LIDAR aboveground biomass allometry using more than 100 1-ha plots across forest types and power-law model with LIDAR height metrics and average landscape scale wood density. The methodology provided estimates of forest biomass over the entire country using two approaches: 1) mean, variance, and total carbon estimates for each forest type present in DRC using inventory statistical techniques, and 2) a wall-to-wall map of the forest biomass extrapolated using satellite radar (ALOS PALSAR), surface topography from SRTM, and spectral information from Landsat (TM) and machine learning algorithms. We present the methodology, the estimates of carbon stocks and the spatial uncertainty over the entire country. AcknowledgementsThe theoretical research was carried out partially at the Jet Propulsion Laboratory, California Institute of Technology, under a contract with the National Aeronautics and Space Administration, and the design and implementation in the Democratic Republic of Congo was carried out at the Institute of Environment and Sustainability at University of California Los Angeles through the support of the International Climate Initiative of the German Ministry of Environment, Conservation and Nuclear Security, and the KFW Development Bank.

Deconstructing Constructivism: Modeling Causal Relationships Among Constructivist Learning Environment Factors and Student Outcomes in Introductory Chemistry

NASA Astrophysics Data System (ADS)

Komperda, Regis

The purpose of this dissertation is to test a model of relationships among factors characterizing aspects of a student-centered constructivist learning environment and student outcomes of satisfaction and academic achievement in introductory undergraduate chemistry courses. Constructivism was chosen as the theoretical foundation for this research because of its widespread use in chemical education research and practice. In a constructivist learning environment the role of the teacher shifts from delivering content towards facilitating active student engagement in activities that encourage individual knowledge construction through discussion and application of content. Constructivist approaches to teaching introductory chemistry courses have been adopted by some instructors as a way to improve student outcomes, but little research has been done on the causal relationships among particular aspects of the learning environment and student outcomes. This makes it difficult for classroom teachers to know which aspects of a constructivist teaching approach are critical to adopt and which may be modified to better suit a particular learning environment while still improving student outcomes. To investigate a model of these relationships, a survey designed to measure student perceptions of three factors characterizing a constructivist learning environment in online courses was adapted for use in face-to-face chemistry courses. These three factors, teaching presence, social presence, and cognitive presence, were measured using a slightly modified version of the Community of Inquiry (CoI) instrument. The student outcomes investigated in this research were satisfaction and academic achievement, as measured by standardized American Chemical Society (ACS) exam scores and course grades. Structural equation modeling (SEM) was used to statistically model relationships among the three presence factors and student outcome variables for 391 students enrolled in six sections of a general chemistry course taught by four instructors at a single university using a common textbook. The quantitative analysis of student data was supported by investigating the instructor's approach to teaching using instructor responses to a modified version of the Approaches to Teaching Inventory (ATI), semi-structured interview questions, and information available in the course syllabus. The results of the SEM analysis indicate that incoming math ability, as measured by ACT math scores, has the largest effect on student academic achievement in introductory chemistry courses. Of the three presence factors, cognitive presence has the largest direct effect on academic achievement and student satisfaction. Teaching presence has a direct effect on satisfaction similar in size to the effect of cognitive presence. The relationship between social presence and student outcomes is found to be relatively small. Given the role that both teaching and social presence play in influencing cognitive presence, these results suggest that classroom teachers should emphasize the development of a learning environment with a large degree of cognitive presence where students take ownership of their own learning process. This type of learning environment can be supported by specific instructor behaviors such as facilitating discussions and implementing group work focused on collaboration and developing shared understandings.

40 CFR 710.49 - Persons not subject to this subpart.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Persons not subject to this subpart. 710.49 Section 710.49 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS Inventory Update Reporting for 2006 and Beyond...

40 CFR 710.33 - When to report.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false When to report. 710.33 Section 710.33 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS 2002 Inventory Update Reporting § 710.33 When to report. All information...

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments.

PubMed

Soneral, Paula A G; Wyse, Sara A

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech "Mock-up" version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi--experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. © 2017 P. A. G. Soneral and S. A. Wyse. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Learning approaches and learning difficulties: a comparison of Indian and Nepali dental science students.

PubMed

Mayya, Shreemathi S; Rao, A Krishna; Ramnarayan, K

2002-11-01

This study explored the difference in learning approaches and difficulties of Nepali and Indian undergraduate students of dental science. A locally developed inventory was used to measure learning approach and learning difficulties. Data collected from 166 Indians and 69 Nepalis were compared. The scores on various scales of the inventory indicate that Nepalis are more fearful and less confident regarding examination and course completion and have significantly less positive perception about academic capability. Indian students scored significantly higher on motivation, interest, and deep processing. The language problem was significantly greater for Nepali students. Higher percentages of Nepalis experienced various academic and nonacademic problems. The study highlights the need to consider difference in learning approach among the students of health science courses that admit students from different academic, nonacademic, and cultural backgrounds.

Learning Styles: Do They Differ by Discipline?

ERIC Educational Resources Information Center

Wolfe, Kara; Bates, Derald; Manikowske, Linda; Amundsen, Rebecca

2005-01-01

Kolb's Experiential Learning Theory describes how learners see and interpret information. Past studies have analyzed learning styles of certain professions and majors. This study evaluated whether student learning styles differ by major. The Marshall and Merritt Learning Style Inventory was completed by 531 students. Differences were found in…

Changes to Students' Learning Processes Following Instruction on the Topic

ERIC Educational Resources Information Center

Clump, Michael A.

2005-01-01

Previous research indicates that students' learning styles, as assessed by the Inventory of Learning Processes (ILP; Schmeck, Ribich, & Ramanaiah, 1977), change during college. Additionally, prior research indicates that teaching students about their learning styles enables them to change those learning styles. The current study investigated…

The Genetic Drift Inventory: A Tool for Measuring What Advanced Undergraduates Have Mastered about Genetic Drift

ERIC Educational Resources Information Center

Price, Rebecca M.; Andrews, Tessa C.; McElhinny, Teresa L.; Mead, Louise S.; Abraham, Joel K.; Thanukos, Anna; Perez, Kathryn E.

2014-01-01

Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures…

Analysis of the most common concept inventories in physics: What are we assessing?

NASA Astrophysics Data System (ADS)

Laverty, James T.; Caballero, Marcos D.

2018-06-01

Assessing student learning is a cornerstone of educational practice. Standardized assessments have played a significant role in the development of instruction, curricula, and educational spaces in college physics. However, the use of these assessments to evaluate student learning is only productive if they continue to align with our learning goals. Recently, there have been calls to elevate the process of science ("scientific practices") to the same level of importance and emphasis as the concepts of physics ("core ideas" and "crosscutting concepts"). We use the recently developed Three-Dimensional Learning Assessment Protocol to investigate how well the most commonly used standardized assessments in introductory physics (i.e., concept inventories) align with this modern understanding of physics education's learning goals. We find that many of the questions on concept inventories do elicit evidence of student understanding of core ideas, but do not have the potential to elicit evidence of scientific practices or crosscutting concepts. Furthermore, we find that the individual scientific practices and crosscutting concepts that are assessed using these tools are limited to a select few. We discuss the implications that these findings have on designing and testing curricula and instruction both in the past and for the future.

Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

NASA Astrophysics Data System (ADS)

Sukardjo, Moch.; Sugiyanta, Lipur

2018-04-01

Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is implemented thoroughly. The only way to get test with high quality results is to start testing at the beginning of the design process and continuously testing each of the next steps. This research performs usability testing on of website by using WAMMI criterion (Website Analysis and Measurement Inventory) and will be focused on how convenience using the website application. Components of Attractiveness, Controllability, Efficiency, Helpfulness, and Learnability are applied. The website in Multimedia Interactive Learning for Mathematics SMK Class X can be in accordance with the purpose to be accepted by student to improve student learning outcomes. The results show that WAMMI method show the usability value of Multimedia Mathematics SMK Class X is about from 70% to 90%.

40 CFR 256.64 - Requirements for public participation in the open dump inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 26 2013-07-01 2013-07-01 false Requirements for public participation in the open dump inventory. 256.64 Section 256.64 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) SOLID WASTES GUIDELINES FOR DEVELOPMENT AND IMPLEMENTATION OF STATE SOLID WASTE...

40 CFR 256.64 - Requirements for public participation in the open dump inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 25 2011-07-01 2011-07-01 false Requirements for public participation in the open dump inventory. 256.64 Section 256.64 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) SOLID WASTES GUIDELINES FOR DEVELOPMENT AND IMPLEMENTATION OF STATE SOLID WASTE...

40 CFR 256.64 - Requirements for public participation in the open dump inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 26 2012-07-01 2011-07-01 true Requirements for public participation in the open dump inventory. 256.64 Section 256.64 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) SOLID WASTES GUIDELINES FOR DEVELOPMENT AND IMPLEMENTATION OF STATE SOLID WASTE...

40 CFR 256.64 - Requirements for public participation in the open dump inventory.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 25 2014-07-01 2014-07-01 false Requirements for public participation in the open dump inventory. 256.64 Section 256.64 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) SOLID WASTES GUIDELINES FOR DEVELOPMENT AND IMPLEMENTATION OF STATE SOLID WASTE...

40 CFR 710.29 - Persons not subject to this subpart.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Persons not subject to this subpart. 710.29 Section 710.29 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS 2002 Inventory Update Reporting § 710.29 Persons...

40 CFR 710.53 - When to report.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false When to report. 710.53 Section 710.53 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS Inventory Update Reporting for 2006 and Beyond § 710.53 When to report. All...

40 CFR 51.25 - What geographic area must my state's inventory cover?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Emissions Reporting Requirements Specific Reporting Requirements § 51.25 What geographic area must my state... 40 Protection of Environment 2 2014-07-01 2014-07-01 false What geographic area must my state's inventory cover? 51.25 Section 51.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED...

40 CFR 51.25 - What geographic area must my state's inventory cover?

Code of Federal Regulations, 2013 CFR

2013-07-01

... Emissions Reporting Requirements Specific Reporting Requirements § 51.25 What geographic area must my state... 40 Protection of Environment 2 2013-07-01 2013-07-01 false What geographic area must my state's inventory cover? 51.25 Section 51.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED...

40 CFR 51.25 - What geographic area must my state's inventory cover?

Code of Federal Regulations, 2011 CFR

2011-07-01

... Emissions Reporting Requirements Specific Reporting Requirements § 51.25 What geographic area must my state... 40 Protection of Environment 2 2011-07-01 2011-07-01 false What geographic area must my state's inventory cover? 51.25 Section 51.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED...

40 CFR 51.25 - What geographic area must my state's inventory cover?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Emissions Reporting Requirements Specific Reporting Requirements § 51.25 What geographic area must my state... 40 Protection of Environment 2 2012-07-01 2012-07-01 false What geographic area must my state's inventory cover? 51.25 Section 51.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED...

40 CFR 51.25 - What geographic area must my state's inventory cover?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Emissions Reporting Requirements Specific Reporting Requirements § 51.25 What geographic area must my state... 40 Protection of Environment 2 2010-07-01 2010-07-01 false What geographic area must my state's inventory cover? 51.25 Section 51.25 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED...

40 CFR 256.64 - Requirements for public participation in the open dump inventory.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 24 2010-07-01 2010-07-01 false Requirements for public participation in the open dump inventory. 256.64 Section 256.64 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) SOLID WASTES GUIDELINES FOR DEVELOPMENT AND IMPLEMENTATION OF STATE SOLID WASTE...

Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices

NASA Astrophysics Data System (ADS)

Owens, David C.; Sadler, Troy D.; Barlow, Angela T.; Smith-Walters, Cindi

2017-12-01

Several studies have found active learning to enhance students' motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the result of variation in the active learning instruction that was implemented. The purpose of this study was to illuminate sources of motivation from and resistance to active learning that resulted from a novel, exemplary active-learning approach rooted in essential science practices and supported by science education literature. This approach was enacted over the course of 4 weeks in eight sections of an introductory undergraduate biology laboratory course. A plant concept inventory, administered to students as a pre-, post-, and delayed-posttest indicated significant proximal and distal learning gains. Qualitative analysis of open-response questionnaires and interviews elucidated sources of motivation and resistance that resulted from this active-learning approach. Several participants indicated this approach enhanced interest, creativity, and motivation to prepare, and resulted in a challenging learning environment that facilitated the sharing of diverse perspectives and the development of a community of learners. Sources of resistance to active learning included participants' unfamiliarity with essential science practices, having to struggle with uncertainty in the absence of authoritative information, and the extra effort required to actively construct knowledge as compared to learning via traditional, teacher-centered instruction. Implications for implementation, including tips for reducing student resistance to active learning, are discussed.

40 CFR 710.38 - Confidentiality.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT TSCA CHEMICAL INVENTORY REGULATIONS 2002 Inventory Update Reporting § 710.38 Confidentiality. (a) Any person... if the identity of that substance is treated as confidential in the Master Inventory File as of the...

A comparison of learning strategies, orientations and conceptions of learning of first-year medical students in a traditional and an innovative curriculum.

PubMed

Marambe, Kosala N; Athuraliya, T Nimmi C; Vermunt, Jan D; Boshuizen, Henny Pa

2007-09-01

Students adapt their learning strategies, orientations and conceptions to differences in the learning environment. The new curriculum of the Faculty of Medicine, University of Peradeniya, Sri Lanka, which commenced in 2005, puts greater emphasis on student-centred learning. The aim of this study was to compare the learning strategies, orientations and conceptions measured by means of a validated Sri Lankan version of the Inventory of Learning Styles (ILS) at the end of the first academic year for a traditional curriculum student group and a new curriculum student group. The Adyayana Rata Prakasha Malawa (ARPM) 130-item Sinhala version of the ILS was administered to students of the traditional curriculum and the new curriculum at the end of their first academic year respectively. Mean scale scores of the 2 groups were compared using independent sample t-test. Students of the new curriculum reported the use of critical processing, concrete processing and memorising and rehearsing strategies significantly more than those in the traditional curriculum group. With respect to learning orientations, personal interest scores were significantly higher for the new curriculum students while reporting of ambiguity was significantly lower among them. The results favour the assumption that changes made to the organisation of subject content and instructional and assessment methods have a positive impact on students' use of learning strategies and motivation.

Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel; Kaya, Sibel

2014-01-01

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

Learning Styles and Student Performance in Introductory Economics

ERIC Educational Resources Information Center

Brunton, Bruce

2015-01-01

Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

ERIC Educational Resources Information Center

Shaw, Ruey-Shiang

2012-01-01

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

College Students Attitudes toward Learning Process and Outcome of Online Instruction and Distance Learning across Learning Styles

ERIC Educational Resources Information Center

Nguyen, Dat-Dao; Zhang, Yue

2011-01-01

This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions…

Quality Improvement, Inventory Management, Lead Time Reduction and Production Scheduling in High-Mix Manufacturing Environments

DTIC Science & Technology

2017-01-13

Quality Improvement, Inventory Management, Lead Time Reduction and Production Scheduling in High-mix Manufacturing Environments by Sean Daigle B.S...for the degree of Master of Engineering in Advanced Manufacturing and Design at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY February 2017 c... Production Scheduling in High-mix Manufacturing Environments by Sean Daigle Submitted to the Department of Mechanical Engineering on January 13, 2017, in

The relationship of science teachers' beliefs and practices

NASA Astrophysics Data System (ADS)

Varrella, Gary Frank

1997-10-01

The relationships between constructivist and Science-Technology-Society (STS) teaching practices and teachers beliefs are the focus of this dissertation. This study is founded on the premise that individual teacher's beliefs are strong indicators of their instructional choices and teaching habits. The basic research premise is: the more complete and complex the individuals' belief structure about constructivist and STS teaching, the more expert and consistent the teacher is in the complementary constructivist teaching practices. This triangulation study used quantitative and qualitative methods. Three instruments were used: the Science Classroom Observation Rubric and Teaching Practices Assessment Inventory, from the Expert Science Teacher Educational Evaluation Model (ESTEEM), and the Science Teacher Beliefs About the Learning Environment Rubric (developed by the author). The results yielded significant multiple regression analysis regarding the relationships between beliefs and practices in constructivist/STS science teaching not documented elsewhere. Statistically significant factors contributing to expertise included the value teachers placed on their students as individuals whose ideas and contributions to the class are important, teachers' commitment to work as partners with students in the learning environment, and the importance of context, i.e., instruction which is personally relevant and meaningful. No differences were found related to gender or total years of teaching experience. A cross-case methodology was used to explore data from open-ended interviews and for examination of teachers' written comments regarding their interactions with students in the learning environment. Expertise was also shown to be linked to teachers with a commitment to life-long learning and to years of participation/leadership by teachers in state and national reform movements. Qualitative data corroborated these findings, providing a rich and authentic background to the correlational results and analysis of key demographics. Most noteworthy were teachers' comments regarding partnerships with their students and the importance of instructional relevancy.

Correlation Between University Students' Kinematic Achievement and Learning Styles

NASA Astrophysics Data System (ADS)

Çirkinoǧlu, A. G.; Dem&ircidot, N.

2007-04-01

In the literature, some researches on kinematics revealed that students have many difficulties in connecting graphs and physics. Also some researches showed that the method used in classroom affects students' further learning. In this study the correlation between university students' kinematics achieve and learning style are investigated. In this purpose Kinematics Achievement Test and Learning Style Inventory were applied to 573 students enrolled in general physics 1 courses at Balikesir University in the fall semester of 2005-2006. Kinematics Test, consists of 12 multiple choose and 6 open ended questions, was developed by researchers to assess students' understanding, interpreting, and drawing graphs. Learning Style Inventory, a 24 items test including visual, auditory, and kinesthetic learning styles, was developed and used by Barsch. The data obtained from in this study were analyzed necessary statistical calculations (T-test, correlation, ANOVA, etc.) by using SPSS statistical program. Based on the research findings, the tentative recommendations are made.

40 CFR 720.25 - Determining whether a chemical substance is on the Inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... manufacturer cannot provide all of the required information in accordance with § 720.45(a) (1), (2), and (3... 40 Protection of Environment 31 2011-07-01 2011-07-01 false Determining whether a chemical substance is on the Inventory. 720.25 Section 720.25 Protection of Environment ENVIRONMENTAL PROTECTION...

The Physical Education and School Sport Environment Inventory: Preliminary Validation and Reliability

ERIC Educational Resources Information Center

Fairclough, Stuart J.; Hilland, Toni A.; Vinson, Don; Stratton, Gareth

2012-01-01

The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by…

40 CFR 52.2036 - Base year emissions inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 5 2013-07-01 2013-07-01 false Base year emissions inventory. 52.2036... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Pennsylvania § 52.2036 Base year... base year carbon monoxide emission inventory for Philadelphia County, submitted by the Secretary...

40 CFR 52.2036 - Base year emissions inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 5 2012-07-01 2012-07-01 false Base year emissions inventory. 52.2036... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Pennsylvania § 52.2036 Base year... base year carbon monoxide emission inventory for Philadelphia County, submitted by the Secretary...

Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students.

PubMed

Montenery, Susan

2017-05-01

Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students' perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students' perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students' narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.

Service-Learning: Creating Opportunities to Expand Students' Worldviews

ERIC Educational Resources Information Center

Murray, Lauren I.; Plante, Jarrad D.; Cox, Thomas D.; Owens, Tom

2015-01-01

More literature is needed that focuses on the effectiveness of service learning projects in higher education, specifically how individual students are impacted. This study investigates the possible influence of an international service-learning experience on a student's worldview. The International Service-Learning Inventory was used to ask…

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

ERIC Educational Resources Information Center

Tan, Lin Mei; Laswad, Fawzi

2015-01-01

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

Learning Styles and the Online Classroom: Implications for Business Students

ERIC Educational Resources Information Center

Nastanski, Michael; Slick, Thomas

2008-01-01

This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

Learning Style Preferences of Gifted, Average- Ability, and Special Needs Students: A Multivariate Perspective.

ERIC Educational Resources Information Center

Pyryt, Michael C.; Sandals, Lauran H.; Begoray, John

1998-01-01

Compared learning-style preferences of intellectually gifted, average-ability, and special-needs students on the Learning Style Inventory. Also examined the general differences among ability level and gender. Analyses indicated that gifted students preferred learning alone, being self-motivated, and using tactile learning approaches, and that…

Adult Learning Preferences: A Profile of Extension Educators.

ERIC Educational Resources Information Center

Rollins, Timothy J.; Yoder, Edgar P.

1993-01-01

Cooperative extension agents in four areas (agriculture, 4-H/youth, family living, county directors) completed Kolb's Learning Style Inventory (n=211) to identify learning style preferences to develop the best ways to present state-level inservice education. (SK)

40 CFR 52.384 - Emission inventories.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 3 2012-07-01 2012-07-01 false Emission inventories. 52.384 Section 52...) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Connecticut § 52.384 Emission inventories. (a) The... Connecticut portion of the New York-New Jersey-Connecticut severe ozone nonattainment area and the Greater...

40 CFR 52.474 - Base Year Emissions Inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 3 2013-07-01 2013-07-01 false Base Year Emissions Inventory. 52.474... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS District of Columbia § 52.474 Base Year... base year emission inventory for the Washington Metropolitan Statistical Area, submitted by Director...

40 CFR 52.474 - Base Year Emissions Inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 3 2012-07-01 2012-07-01 false Base Year Emissions Inventory. 52.474... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS District of Columbia § 52.474 Base Year... base year emission inventory for the Washington Metropolitan Statistical Area, submitted by Director...

Learning Styles and Teaching Perspectives of Canadian Pharmacy Practice Residents and Faculty Preceptors

PubMed Central

Jelescu-Bodos, Anca

2013-01-01

Objective. To characterize and compare learning styles of pharmacy practice residents and their faculty preceptors, and identify teaching perspectives of faculty preceptors. Methods. Twenty-nine pharmacy residents and 306 pharmacy faculty members in British Columbia were invited to complete the Pharmacists’ Inventory of Learning Styles (PILS). Faculty preceptors also were asked to complete the Teaching Perspectives Inventory (TPI). Results. One hundred percent of residents and 61% of faculty members completed the PILS, and 31% of faculty members completed the TPI. The most common dominant learning style among residents and faculty preceptors was assimilator, and 93% were assimilators, convergers, or both. The distribution of dominant learning styles between residents and faculty members was not different (p=0.77). The most common dominant teaching perspective among faculty members was apprenticeship. Conclusion. Residents and preceptors mostly exhibited learning styles associated with abstract over concrete thinking or watching over doing. Residency programs should steer residents more toward active learning and doing, and maximize interactions with patients and other caregivers. PMID:24159204

College Preparedness and Time of Learning Disability Identification

ERIC Educational Resources Information Center

Abreu-Ellis, Carla; Ellis, Jason; Hayes, Richard

2009-01-01

This paper discusses the results of the Learning and Study Strategies Inventory (LASSI) administered to college students in order to identify similarities and differences between time of diagnosis of a learning disability and the development of learning strategies related to will, self-regulation, and skill components. Findings indicate that early…

Psychosocial Functioning of Learning-Disabled Children: Replicability of Statistically Derived Subtypes.

ERIC Educational Resources Information Center

Fuerst, Darren R.; And Others

1989-01-01

Investigated Personality Inventory for Children scores of 132 learning-disabled children between ages of 6 and 12 years. Results indicated that learning-disabled children comprised heterogeneous population in terms of psychosocial functioning and that subtypes of learning-disabled children with similar patterns of socioemotional adjustment can be…

Values taught, values learned, attitude and performance in mathematics

NASA Astrophysics Data System (ADS)

Limbaco, K. S. A.

2015-03-01

The purpose of the study was to identify, describe and find the relationship among values taught, values learned, attitude and performance in mathematics. The researcher used descriptive-correlational method of research to gather information and to describe the nature of situation. The following instruments were used in this study: Math Attitude Inventory, Inventory of Values Taught and Learned which were content validated by experts in the field of Mathematics, Values and Education. Generally, most of the values were taught by the teachers. All of the values were learned by the students. The following got the highest mean ratings for values taught: moral strength, sharing, charity, valuing life, love of God, truth and honesty, reason, alternativism and articulation. The following got highest mean ratings for values learned: patience/tolerance, sharing, charity, valuing life, faith, love of God, truth and honesty, analogical thinking, confidence and individual liberty. Majority of the respondents have moderately positive attitude towards mathematics. Positive statements in the Mathematics Attitude Inventory are "Generally true" while negative statements are "Neutral." In conclusion, values were taught by mathematics teacher, thus, learned by the students. Therefore, mathematics is very much related to life. Values can be learned and strengthened through mathematics; there is a significant relationship between values taught by the teachers and values learned by the students and attitude towards mathematics and performance in mathematics; values taught does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance in mathematics even if the mathematics teacher did not teach values; values learned does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance in mathematics even he/she did not learned values in his/her mathematics class.

Analyzing the Effect of Learning Styles and Study Habits of Distance Learners on Learning Performances: A Case of an Introductory Programming Course

ERIC Educational Resources Information Center

Çakiroglu, Ünal

2014-01-01

This study examined the relationships among learning styles, study habits, and learning performances in an online programming language course. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study. Kolb's Learning Style Inventory (LSI) was used to measure the students' learning styles.…

40 CFR 52.2086 - Emission inventories.

Code of Federal Regulations, 2010 CFR

2010-07-01

... area is classified as serious and includes the entire state of Rhode Island. (d) Minor revisions to the... inventory for the Providence ozone nonattainment area on January 12, 1993 as a revision to the State... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Emission inventories. 52.2086 Section...

40 CFR 52.2425 - Base Year Emissions Inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 5 2013-07-01 2013-07-01 false Base Year Emissions Inventory. 52.2425... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Virginia § 52.2425 Base Year Emissions Inventory. (a) EPA approves as a revision to the Virginia Implementation Plan the 1990 base year...

40 CFR 52.423 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 3 2011-07-01 2011-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Delaware § 52.423 1990 Base Year Emission Inventory. EPA approves as a revision to the Delaware State Implementation Plan the 1990 base year emission...

40 CFR 52.1075 - Base year emissions inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 4 2013-07-01 2013-07-01 false Base year emissions inventory. 52.1075... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maryland § 52.1075 Base year emissions inventory. (a) EPA approves as a revision to the Maryland State Implementation Plan the 1990 base...

40 CFR 52.2531 - Base year emissions inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 5 2013-07-01 2013-07-01 false Base year emissions inventory. 52.2531... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) West Virginia § 52.2531 Base year... revision to the West Virginia State Implementation Plan the 1990 base year emission inventories for the...

40 CFR 52.423 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 3 2013-07-01 2013-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Delaware § 52.423 1990 Base Year Emission Inventory. EPA approves as a revision to the Delaware State Implementation Plan the 1990 base year emission...

40 CFR 52.2531 - 1990 base year emission inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 4 2011-07-01 2011-07-01 false 1990 base year emission inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) West Virginia § 52.2531 1990 base... 1990 base year emission inventories for the Greenbrier county ozone nonattainment area submitted by the...

40 CFR 52.474 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 3 2011-07-01 2011-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS District of Columbia § 52.474 1990 Base Year... base year emission inventory for the Washington Metropolitan Statistical Area, submitted by Director...

40 CFR 52.1075 - Base year emissions inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 4 2012-07-01 2012-07-01 false Base year emissions inventory. 52.1075... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maryland § 52.1075 Base year emissions inventory. (a) EPA approves as a revision to the Maryland State Implementation Plan the 1990 base...

40 CFR 52.423 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 3 2012-07-01 2012-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Delaware § 52.423 1990 Base Year Emission Inventory. EPA approves as a revision to the Delaware State Implementation Plan the 1990 base year emission...

40 CFR 52.2425 - Base Year Emissions Inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 5 2012-07-01 2012-07-01 false Base Year Emissions Inventory. 52.2425... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Virginia § 52.2425 Base Year Emissions Inventory. (a) EPA approves as a revision to the Virginia Implementation Plan the 1990 base year...

40 CFR 52.2531 - 1990 base year emission inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 5 2012-07-01 2012-07-01 false 1990 base year emission inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) West Virginia § 52.2531 1990 base... 1990 base year emission inventories for the Greenbrier county ozone nonattainment area submitted by the...

40 CFR 52.1075 - Base year emissions inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Base year emissions inventory. 52.1075... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maryland § 52.1075 Base year emissions inventory. (a) EPA approves as a revision to the Maryland State Implementation Plan the 1990 base...

40 CFR 52.2425 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 4 2011-07-01 2011-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Virginia § 52.2425 1990 Base Year Emission Inventory. (a) EPA approves as a revision to the Virginia Implementation Plan the 1990 base year...

Conducting a wildland visual resources inventory

Treesearch

James F. Palmer

1979-01-01

This paper describes a procedure for systematically inventorying the visual resources of wildland environments. Visual attributes are recorded photographically using two separate sampling methods: one based on professional judgment and the other on random selection. The location and description of each inventoried scene are recorded on U.S. Geological Survey...

40 CFR 52.2531 - 1990 base year emission inventory.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false 1990 base year emission inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) West Virginia § 52.2531 1990 base... 1990 base year emission inventories for the Greenbrier county ozone nonattainment area submitted by the...

40 CFR 52.1075 - 1990 base year emission inventory.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false 1990 base year emission inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Maryland § 52.1075 1990 base year emission inventory. (a) EPA approves as a revision to the Maryland State Implementation Plan the 1990 base...

40 CFR 52.2425 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Virginia § 52.2425 1990 Base Year Emission Inventory. (a) EPA approves as a revision to the Virginia Implementation Plan the 1990 base year...

40 CFR 52.474 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 3 2010-07-01 2010-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS District of Columbia § 52.474 1990 Base Year... base year emission inventory for the Washington Metropolitan Statistical Area, submitted by Director...

40 CFR 52.423 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 3 2010-07-01 2010-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Delaware § 52.423 1990 Base Year Emission Inventory. EPA approves as a revision to the Delaware State Implementation Plan the 1990 base year emission...

Start With What You Know: Using Our Scientific Background in the Classroom

NASA Astrophysics Data System (ADS)

Martino, Danielle L.; Prather, E. E.; Barembaum, M. J.; Brissenden, G.

2007-12-01

Most "Astro 101” instructors enter their teaching careers as scientists anxious to impart their passion and knowledge of astronomy to the students sitting before them. The reality of the real teaching and learning environment starts when first confronted by non-science majors. Most of these students resist an authentic engagement of learning science and default to the shortest, easiest path to a high grade. Unfortunately this approach is usually unsuccessful in a course designed to measure students’ deep conceptual understanding rather than their declarative knowledge. While it's clear that, by itself, lecturing is insufficient to promote robust or deep learning, it is difficult to create a learning environment that elicits students’ initial ideas on a topic, while confronting and resolving their misconceptions and helping them to resolve their reasoning difficulties. Instructional strategies such as think-pair-share, Lecture-Tutorials, Ranking Tasks, and concept maps can be very successful at elevating students’ intellectual engagement and understanding, even when used in large lecture classrooms. But success will ONLY occur if these strategies are correctly implemented. Mastering the many subtle, and sometimes non-intuitive elements of proper implementation can be so challenging that instructors often abandon an active learning environment and default back to lecture-centered instruction even though they know this results in lower levels of understanding overall. In an effort to improve our teaching, the astronomy faculty of Santiago Canyon College (SCC) have been attending NASA's Center for Astronomy Education Learner-Centered Teaching Excellence workshops. We present our rationale for implementing learner-centered instructional strategies, and the difficulties encountered during implementation. We also present results on how these techniques have promoted meaningful conceptual gains for non-science majors in other equivalent Astro 101 courses. We further report conceptual gains of SCC students, from pre/post testing using the Light, Spectroscopy Concept Inventory, during the 2006-2007 academic school year.

Assessing Learning in Small Sized Physics Courses

ERIC Educational Resources Information Center

Ene, Emanuela; Ackerson, Bruce J.

2018-01-01

We describe the construction, validation, and testing of a concept inventory for an "Introduction to Physics of Semiconductors" course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive…

The Relationship between Iranian EFL Learners' Beliefs about Language Learning and Their Use of Learning Strategies

ERIC Educational Resources Information Center

Azar, Fereshteh Khaffafi; Saeidi, Mahnaz

2013-01-01

The present study investigated the relationship between Iranian EFL learners' learning strategies use and their language learning beliefs. A sample of 200 Iranian EFL learners who were all English language learners at different language institutes participated in this study. Two instruments, Beliefs about Language Learning Inventory (BALLI) and…

The effect of multiple internal representations on context-rich instruction

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Aulls, Mark W.

2007-11-01

We discuss n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging data that demonstrates the independence of information processed along different modalities such as verbal, visual, kinesthetic, logico-mathematic, and social modalities. A study testing the effectiveness of the n-coding construct in classrooms is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional-instruction section used as a control group, each of the remaining three sections were given context-rich problems, which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem-solving skills were assessed as conceptual learning using the force concept inventory. We also developed several new measures that take students' confidence in concepts into account. Our results show that the n-coding construct is useful in designing context-rich environments and can be used to increase learning gains in problem solving, conceptual knowledge, and concept confidence. Specifically, when using props in designing context-rich problems, we find n-coding to be a useful construct in guiding which additional dimensions need to be attended to.

Using David Kolb's Experiential Learning Theory in Portfolio Development Courses.

ERIC Educational Resources Information Center

Mark, Michael; Menson, Betty

1982-01-01

As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

Examining the impact of the Guided Constructivist teaching method on students' misconceptions about concepts of Newtonian physics

NASA Astrophysics Data System (ADS)

Ibrahim, Hyatt Abdelhaleem

The effect of Guided Constructivism (Interactivity-Based Learning Environment) and Traditional Expository instructional methods on students' misconceptions about concepts of Newtonian Physics was investigated. Four groups of 79 of University of Central Florida students enrolled in Physics 2048 participated in the study. A quasi-experimental design of nonrandomized, nonequivalent control and experimental groups was employed. The experimental group was exposed to the Guided Constructivist teaching method, while the control group was taught using the Traditional Expository teaching approach. The data collection instruments included the Force Concept Inventory Test (FCI), the Mechanics Baseline Test (MBT), and the Maryland Physics Expectation Survey (MPEX). The Guided Constructivist group had significantly higher means than the Traditional Expository group on the criterion variables of: (1) conceptions of Newtonian Physics, (2) achievement in Newtonian Physics, and (3) beliefs about the content of Physics knowledge, beliefs about the role of Mathematics in learning Physics, and overall beliefs about learning/teaching/appropriate roles of learners and teachers/nature of Physics. Further, significant relationships were found between (1) achievement, conceptual structures, beliefs about the content of Physics knowledge, and beliefs about the role of Mathematics in learning Physics; (2) changes in misconceptions about the physical phenomena, and changes in beliefs about the content of Physics knowledge. No statistically significant difference was found between the two teaching methods on achievement of males and females. These findings suggest that differences in conceptual learning due to the nature of the teaching method used exist. Furthermore, greater conceptual learning is fostered when teachers use interactivity-based teaching strategies to train students to link everyday experience in the real physical world to formal school concepts. The moderate effect size and power of the study suggest that the effect may not be subtle, but reliable. Physics teachers can use these results to inform their decisions about structuring learning environment when conceptual learning is important.

Vendor-buyer inventory models with trade credit financing under both non-cooperative and integrated environments

NASA Astrophysics Data System (ADS)

Teng, Jinn-Tsair; Chang, Chun-Tao; Chern, Maw-Sheng

2012-11-01

Most researchers studied vendor-buyer supply chain inventory policies only from the perspective of an integrated model, which provides us the best cooperative solution. However, in reality, not many vendors and buyers are wholly integrated. Hence, it is necessary to study the optimal policies not only under an integrated environment but also under a non-cooperative environment. In this article, we develop a supply chain vendor-buyer inventory model with trade credit financing linked to order quantity. We then study the optimal policies for both the vendor and the buyer under a non-cooperative environment first, and then under a cooperative integrated situation. Further, we provide some numerical examples to illustrate the theoretical results, compare the differences between these two distinct solutions, and obtain some managerial insights. For example, in a cooperative environment, to reduce the total cost for both parties, the vendor should either provide a simple permissible delay without order quantity restriction or offer a long permissible delay linked order quantity. By contrast, in a non-cooperative environment, the vendor should provide a short permissible delay to reduce its total cost.

An Update on the Learning Transfer System

ERIC Educational Resources Information Center

Choi, Myungweon; Ruona, Wendy E. A.

2008-01-01

Learning transfer in organizations is a central issue in HRD. Much of the research of the 1980-1990's informed the development of the learning transfer system inventory (Holton, Bates, & Ruona, 2000). However, it's vitally important to continually enhance our understanding of the learning transfer system. In this paper, we reviewed the new…

Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers

ERIC Educational Resources Information Center

Gracious, F. L. Antony; Shyla, F. L. Jasmine Anne

2012-01-01

The present study Multiple Intelligence and Digital Learning Awareness of prospective B.Ed teachers was probed to find the relationship between Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers. Data for the study were collected using self made Multiple Intelligence Inventory and Digital Learning Awareness Scale.…

Chemical Dependency in Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

Karacostas, Demetra D.; Fisher, Gary L.

1993-01-01

Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

Evolving Kolb: Experiential Education in the Age of Neuroscience

ERIC Educational Resources Information Center

Schenck, Jeb; Cruickshank, Jessie

2015-01-01

In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb's model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb's experiential learning theory in terms of epistemology,…

A Teacher-Friendly Instrument in Identifying Learning Styles in the Classroom.

ERIC Educational Resources Information Center

Pitts, Joseph I.

This report describes a reliability and validity study on a learning styles instrument that was developed based on the Dunn, Dunn, & Price model. That model included 104 Likert five-point scale items for investigating 24 scales grouped into five categories considered likely to affect learning. The Learning Style Preference Inventory (LSPI)…

The Relationship between Kolb's Learning Styles and StrengthsFinder's Talent Themes

ERIC Educational Resources Information Center

Caldwell, Adonna B.

2009-01-01

The purpose of this study was to investigate if there were relationships between college students' talent themes as defined by the Clifton StrengthsFinder(TM) Instrument and their learning style as defined by Kolb Learning Styles Inventory. Logistical regression methodology was utilized to assess the relationship between learning styles and talent…

Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study

ERIC Educational Resources Information Center

Köksal, Dinçay; Ulum, Ömer Gökhan

2016-01-01

This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a…

40 CFR 52.76 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 3 2011-07-01 2011-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Alaska § 52.76 1990 Base Year Emission Inventory. (a) EPA approves as a revision to the Alaska State Implementation Plan the 1990 Base Year Carbon...

40 CFR 52.76 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 3 2012-07-01 2012-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Alaska § 52.76 1990 Base Year Emission Inventory. (a) EPA approves as a revision to the Alaska State Implementation Plan the 1990 Base Year Carbon...

40 CFR 52.76 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 3 2013-07-01 2013-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Alaska § 52.76 1990 Base Year Emission Inventory. (a) EPA approves as a revision to the Alaska State Implementation Plan the 1990 Base Year Carbon...

40 CFR 52.76 - 1990 Base Year Emission Inventory.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 3 2010-07-01 2010-07-01 false 1990 Base Year Emission Inventory. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Alaska § 52.76 1990 Base Year Emission Inventory. (a) EPA approves as a revision to the Alaska State Implementation Plan the 1990 Base Year Carbon...

Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

NASA Astrophysics Data System (ADS)

Zavala, Genaro; Alarcón, Hugo; Benegas, Julio

2007-08-01

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction.

The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine.

PubMed

Eckel, Julia; Schüttpelz-Brauns, Katrin; Miethke, Thomas; Rolletschek, Alexandra; Fritz, Harald M

2017-01-01

Introduction: The German Council of Science and Humanities as well as a number of medical professional associations support the strengthening of scientific competences by developing longitudinal curricula for teaching scientific competences in the undergraduate medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has also defined medical scientific skills as learning objectives in addition to the role of the scholar. The development of the Mannheim science curriculum started with a systematic inventory of the teaching of scientific competences in the Mannheim Reformed Curriculum of Medicine (MaReCuM). Methods: The inventory is based on the analysis of module profiles, teaching materials, surveys among experts, and verbatims from memory. Furthermore, science learning objectives were defined and prioritized, thus enabling the contents of the various courses to be assigned to the top three learning objectives. Results: The learning objectives systematic collection of information regarding the current state of research, critical assessment of scientific information and data sources, as well as presentation and discussion of the results of scientific studies are facilitated by various teaching courses from the first to the fifth year of undergraduate training. The review reveals a longitudinal science curriculum that has emerged implicitly. Future efforts must aim at eliminating redundancies and closing gaps; in addition, courses must be more closely aligned with each other, regarding both their contents and their timing, by means of a central coordination unit. Conclusion: The teaching of scientific thinking and working is a central component in the MaReCuM. The inventory and prioritization of science learning objectives form the basis for a structured ongoing development of the curriculum. An essential aspect here is the establishment of a central project team responsible for the planning, coordination, and review of these measures.

An inventory of nursing education research.

PubMed

Yonge, Olive J; Anderson, Marjorie; Profetto-McGrath, Joanne; Olson, Joanne K; Skillen, D Lynn; Boman, Jeanette; Ranson Ratusz, Ann; Anderson, Arnette; Slater, Linda; Day, Rene

2005-01-01

To describe nursing education research literature in terms of quality, content areas under investigation, geographic location of the research, research designs utilized, sample sizes, instruments used to collect data, and funding sources. Quantitative and qualitative research literature published between January 1991 and December 2000 were identified and classified using an author-generated Relevance Tool. 1286 articles were accepted and entered into the inventory, and an additional 22 were retained as references as they were either literature reviews or meta-analyses. Not surprisingly, 90% of nursing education research was generated in North America and Europe, the industrialised parts of the world. Of the total number of articles accepted into the inventory, 61% were quantitative research based. The bulk of the research was conducted within the confines of a course or within a program, with more than half based in educational settings. Sample sizes of the research conducted were diverse, with a bare majority using a sample between 50 and 99 participants. More than half of the studies used questionnaires to obtain data. Surprising, 80% of the research represented in these articles was not funded. The number of publications of nursing education research generated yearly stabilised at approximately 120 per year. Research programs on teaching and learning environments and practice in nursing education need to be developed. Lobbying is needed to increase funding for this type of research at national and international levels.

Do Concept Inventories Actually Measure Anything?

ERIC Educational Resources Information Center

Wallace, Colin S.; Bailey, Janelle M.

2010-01-01

Although concept inventories are among the most frequently used tools in the physics and astronomy education communities, they are rarely evaluated using item response theory (IRT). When IRT models fit the data, they offer sample-independent estimates of item and person parameters. IRT may also provide a way to measure students' learning gains…

NONROAD2005 Training Presentation Slides, May 2006 15th International Emission Inventory Conference (New Orleans)

EPA Pesticide Factsheets

Learn about the 2005 update to the NONROAD emissions inventory model and its features and outputs, including hands-on exercises. Keep in mind that the most current model, approved for use in SIPs, is MOVES2014a which absorbed the latest NONROAD model.

Computer Science Concept Inventories: Past and Future

ERIC Educational Resources Information Center

Taylor, C.; Zingaro, D.; Porter, L.; Webb, K. C.; Lee, C. B.; Clancy, M.

2014-01-01

Concept Inventories (CIs) are assessments designed to measure student learning of core concepts. CIs have become well known for their major impact on pedagogical techniques in other sciences, especially physics. Presently, there are no widely used, validated CIs for computer science. However, considerable groundwork has been performed in the form…

The Development and Validation of an Inventory of Effective School Function.

ERIC Educational Resources Information Center

Carter, Jacquelyn; Michael, William B.

1995-01-01

The Effective School Function Inventory was constructed to operationalize the major constructs of efficient school operation. An analysis with 124 teachers identified 4 meaningful factors: (1) supportive collegial interaction; (2) cooperative facilitation of goal attainment in learning/sharing; (3) morally oriented leadership; and (4)…

The Marihuana Perception Inventory: The Effects of Substance Abuse Instruction.

ERIC Educational Resources Information Center

Gabany, Steve G.; Plummer, Portia

1990-01-01

Studied 617 high school and college students prior to and after substance abuse instruction to determine relationship between perceptions and demographic characteristics, and to learn whether substance abuse instruction was related to changes in student's perception of relationships. Findings from Marihuana Perception Inventory showed five factors…

Global National Qualifications Framework Inventory

ERIC Educational Resources Information Center

Bjornavold, Jens; Pevec-Grm, Slava; Graham, Michael; Deij, Arjen; Singh, Madhu; Charkoun, Borhène; Agrawal, Shivani

2013-01-01

This publication is a global, country-by-country, inventory of National Qualifications Frameworks (NQFs). It is a copublication, prepared by two EU agencies, the European Training Foundation (ETF) and the Centre for the Development of Vocational Training (Cedefop); and UNESCO's Institute for Lifelong Learning (UIL) and the Section for TVET at…

Validation of the Self-Regulation Strategy Inventory-Parent Rating Scale

ERIC Educational Resources Information Center

Lubin, Audrey Ruth

2015-01-01

The current dissertation gathered empirical evidence of convergent and predictive validity for the Self-Regulation Strategies Inventory-Parent Rating Scale (SRSI-PRS), which measures parents' perception of their child's use of self-regulated learning (SRL) strategies during mathematics activities. The SRSI-PRS, which is part of the larger SRSI…

A Gesture Inventory for the Teaching of Spanish.

ERIC Educational Resources Information Center

Green, Jerald R.

Intended for the nonnative, audiolingual-oriented Spanish teacher, this guide discusses the role of nonverbal behavior in foreign language learning with major emphasis given to an inventory of peninsular Spanish gesture. Gestures are described in narrative with line drawings to provide visual cues, and are accompanied by illustrative selections…

Self-Esteem among Boys with and without Specific Learning Disabilities.

ERIC Educational Resources Information Center

Bingham, Grace

1980-01-01

The self-esteem of 120 males with and without specific learning disabilities, at each of two levels of development (preadolescent and adolescent) was measured using Coopersmith Self-esteem Inventory. (MP)

Bridging the gap between data analysis and data collection in FIA and forest monitoring globally: successes, research findings, and lessons learned from the Western US and Southeast Asia

Treesearch

Leif Mortenson

2015-01-01

Globally, national forest inventories (NFI) require a large work force typically consisting of multiple teams spread across multiple locations in order to successfully capture a given nation’s forest resources. This is true of the Forest Inventory and Analysis (FIA) program in the US and in many inventories in developing countries that are supported by USFS...

Motivation, Classroom Environment, and Learning in Introductory Geology: A Hierarchical Linear Model

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Hilpert, J. C.; Van Der Hoeven Kraft, K.; Budd, D.; Jones, M. H.; Matheney, R.; Mcconnell, D. A.; Perkins, D.; Stempien, J. A.; Wirth, K. R.

2013-12-01

Prior research has indicated that highly motivated students perform better and that learning increases in innovative, reformed classrooms, but untangling the student effects from the instructor effects is essential to understanding how to best support student learning. Using a hierarchical linear model, we examine these effects separately and jointly. We use data from nearly 2,000 undergraduate students surveyed by the NSF-funded GARNET (Geoscience Affective Research NETwork) project in 65 different introductory geology classes at research universities, public masters-granting universities, liberal arts colleges and community colleges across the US. Student level effects were measured as increases in expectancy and self-regulation using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). Instructor level effects were measured using the Reformed Teaching Observation Protocol, (RTOP; Sawada et al., 2000), with higher RTOP scores indicating a more reformed, student-centered classroom environment. Learning was measured by learning gains on a Geology Concept Inventory (GCI; Libarkin and Anderson, 2005) and normalized final course grade. The hierarchical linear model yielded significant results at several levels. At the student level, increases in expectancy and self-regulation are significantly and positively related to higher grades regardless of instructor; the higher the increase, the higher the grade. At the instructor level, RTOP scores are positively related to normalized average GCI learning gains. The higher the RTOP score, the higher the average class GCI learning gains. Across both levels, average class GCI learning gains are significantly and positively related to student grades; the higher the GCI learning gain, the higher the grade. Further, the RTOP scores are significantly and negatively related to the relationship between expectancy and course grade. The lower the RTOP score, the higher the correlation between change in expectancy and grade. As such, students with low motivation show higher grades and greater learning gains in high RTOP (student-centered) classrooms than in low RTOP ones. These results support the recommendation of student-centered practices in the classroom and consideration of student motivation in our approach to the future of geoscience education.

Learning Style and Ability Grouping in the High School System: Some Caribbean Findings.

ERIC Educational Resources Information Center

Richardson, Arthur G.; Fergus, Eudora E.

1993-01-01

The Inventory of Learning Processes assessed the learning styles of Caribbean ninth graders (47 boys, 67 girls) in 2 ability groups. The higher ability group performed better in deep processing, fact retention, and methodical study. Girls performed better in methodical study. (SK)

Measuring Learning Resistance to Workplace Training

ERIC Educational Resources Information Center

Taylor, Jonathan E.; Lounsbury, John

2016-01-01

Training Transfer has been a topic bearing considerable mention over the past several decades. This article focuses on the connection between training transfer and learning resistance and presents research findings describing the design, creation, and testing of the Learning Efficiency Inventory (LEI). The LEI was designed to measure learning…

Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning

ERIC Educational Resources Information Center

Sardegna, Veronica G.; Lee, Juhee; Kusey, Crystal

2018-01-01

This article proposes a structural model of English language learners' self-efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants' responses (N = 704) to two self-reported questionnaires--Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for…

Experiential Education: Enhancing the Liberal Arts Curriculum

ERIC Educational Resources Information Center

Graff, Elissa R.

2013-01-01

This mixed-methods study combined a survey instrument, the Learning Style Inventory (LSI), with a selected group of follow-up interviews for the purpose of determining how experiential practices affected student engagement and learning. Quantitative data analysis established students' preferences for more active involvement in learning practices…

The School Dropout: Implications for Counselors.

ERIC Educational Resources Information Center

Gadwa, Karol; Griggs, Shirley A.

1985-01-01

Assessed learning style of secondary students, categorized as dropout (N=345), alternative (N=214), or traditional students (N=213) using the Learning Style Inventory (LSI). The groups were differentiated on 17 of 23 variables, with dropouts being motivated, peer and teacher oriented, easily bored, preferring evening for learning, preferring…

The Relation of Infants' Home Environments to Mental Test Performance from 6 to 36 Months: A Longitudinal Analysis.

ERIC Educational Resources Information Center

Elardo, Richard; And Others

This study attempted to determine whether the mental test performance of 77 children tested at 6, 12, and 36 months of age could be predicted from scores on an Inventory of Home Stimulation used to assess the children's home environment during their infancy. The Inventory of Home Stimulation had six subscales: (1) emotional and verbal responsivity…

Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in the English and Spanish Versions of the Familia Inventory: A Cautionary Tale

ERIC Educational Resources Information Center

Gonzalez, Jorge E.; Taylor, Aaron B.; McCormick, Anita S.; Villareal, Victor; Kim, Minjung; Perez, Erica; Darensbourg, Alicia; Haynes, Rebekah

2011-01-01

Few research-based measures of the family literacy environment are commercially available, especially in Spanish. One exception is the Familia Inventory (Taylor, 1995). The present study investigated the 10 subscales of this instrument and the factor structure they imply, using data from a low-socioeconomic (SES), largely Hispanic population.…

Effects of Programmed Learning Sequences on the Mathematics Test Scores of Bermudian Middle School Students

ERIC Educational Resources Information Center

Tully, Derek; Dunn, Rita; Hlawaty, Heide

2006-01-01

This research compared the effects of a Programmed Learning Sequence (PLS) (Dunn & Dunn, 1993) versus Traditional Teaching (TT) on 100 sixth-grade Bermudian students' test scores on a Fractions Unit. Fifty-three males' and forty-seven females' learning styles were identified with the "Learning Style Inventory" (LSI) (Dunn, Dunn,…

Development of the Text-Learning Strategies Inventory: Assessing and Profiling Learning from Texts in Fifth and Sixth Grade

ERIC Educational Resources Information Center

Merchie, Emmelien; Van Keer, Hilde; Vandevelde, Sabrina

2014-01-01

Independently learning from informative texts becomes increasingly important from the age of 11. Little information is available, however, on (a) how and to what extent late elementary education students already apply specific text-learning strategies, and (b) whether different learner profiles can already be distinguished. In this study, a…

Going around the Circle Again: Exploring Kolb's Theory of Growth and Development.

ERIC Educational Resources Information Center

Johns, Krista R.

Thirty years after their development, David A. Kolb's Cycle of Learning and Learning Style Inventory are widely used to understand the stages of learning and the ways people prefer to receive and process new information. The model and the self-assessment are both based on Kolb's experiential learning theory, which emphasizes the need for learner…

Building Communities for the Exchange of Learning Objects: Theoretical Foundations and Requirements

ERIC Educational Resources Information Center

Koper, Rob; Pannekeet, Kees; Hendriks, Maaike; Hummel, Hans

2004-01-01

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores…

Application and Adaptation of an Institutional Learning Framework

ERIC Educational Resources Information Center

Foutz, Susan; Emmons, Claire Thoma

2017-01-01

The Children's Museum of Indianapolis has used a mission-aligned learning framework for more than a decade. Designed to foster and support adult-child interaction in exhibitions and programs, the central tool of the family learning framework is the Assessment of Learning Families in Exhibits (ALFIE) Inventory. ALFIE is used as a tool to plan for…

Language Learning Styles and Learning Strategies of Tertiary-Level English Learners in China

ERIC Educational Resources Information Center

Jie, Li; Xiaoqing, Qin

2006-01-01

This study focuses on the relationship between learning styles and language learning strategies in the EFL context in China. The study presents two kinds of data: quantitative and qualitative. In the quantitative study, the subjects consisted of 187 second-year undergraduates. Two self-reported inventories, the Chinese version of MBTI-G and a…

Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

ERIC Educational Resources Information Center

Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

2015-01-01

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

Comparing University Students and Community College Students Learning Styles and Myers-Briggs Type Indicator (MBTI) Preferences.

ERIC Educational Resources Information Center

Herbster, Douglas L.; And Others

This document reports on a study to determine if there is a pattern between specific learning styles and Myers-Briggs Type Indicator preferences. The learning style inventory used for the study, "The Teaching and Learning Styles Survey for Adolescents (TLC)," is based on Jungian style preferences--thinker, feeler, sensor, and…

Predicting Academic Success and Technological Literacy in Secondary Education: A Learning Styles Perspective

ERIC Educational Resources Information Center

Avsec, Stanislav; Szewczyk-Zakrzewska, Agnieszka

2017-01-01

This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing…

Assessing learning styles of Saudi dental students using Kolb's Learning Style Inventory.

PubMed

ALQahtani, Dalal A; Al-Gahtani, Sara M

2014-06-01

Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.

77 FR 73313 - Approval and Promulgation of Air Quality Implementation Plans; Maryland; The 2002 Base Year...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-10

... Promulgation of Air Quality Implementation Plans; Maryland; The 2002 Base Year Inventory for the Baltimore, MD... approve the fine particulate matter (PM 2.5 ) 2002 base year emissions inventory portion of the State of... Department of the Environment (MDE), on June 6, 2008 for Baltimore, Maryland. The emissions inventory is part...

40 CFR 720.25 - Determining whether a chemical substance is on the Inventory.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 32 2012-07-01 2012-07-01 false Determining whether a chemical... Determining whether a chemical substance is on the Inventory. (a) A new chemical substance is any chemical substance that is not currently listed on the Inventory. (b)(1) A chemical substance is listed in the public...

40 CFR 720.25 - Determining whether a chemical substance is on the Inventory.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 31 2014-07-01 2014-07-01 false Determining whether a chemical... Determining whether a chemical substance is on the Inventory. (a) A new chemical substance is any chemical substance that is not currently listed on the Inventory. (b)(1) A chemical substance is listed in the public...

40 CFR 720.25 - Determining whether a chemical substance is on the Inventory.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 32 2013-07-01 2013-07-01 false Determining whether a chemical... Determining whether a chemical substance is on the Inventory. (a) A new chemical substance is any chemical substance that is not currently listed on the Inventory. (b)(1) A chemical substance is listed in the public...

Comparability of Self-Concept among Learning Disabled, Normal, and Gifted Students.

ERIC Educational Resources Information Center

Winne, Phillip H.; And Others

1982-01-01

Using 60 fourth- to seventh-grade learning disabled (LD), normal, and gifted students, the comparability of representations of self-concept across groups was analyzed for the Sears and Coopersmith inventories. (Author/SW)

New Zealand and Queensland Teachers' Conceptions of Learning: Transforming More than Reproducing

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

2008-01-01

Background: Two major conceptions of learning exist: reproducing new material and transforming material to make meaning. Teachers' understandings of what learning is probably influence their teaching practices and student academic performance. Aims: To validate a short scale derived from Tait, Entwistle, & McCune's (1998) ASSIST inventory and…

Language Learning Strategy Use across Proficiency Levels

ERIC Educational Resources Information Center

Zarei, Abbas, Ali; Baharestani, Nooshin

2014-01-01

To investigate the use of language learning strategies (LLS) by Iranian EFL learners across proficiency levels, a total of 180 Iranian adult female EFL learners were selected and divided into three different proficiency level groups. To collect data, Oxford's (1990) Strategy Inventory for Language Learning (SILL) was used. One-way ANOVA procedures…

Learning and Study Practices of Postsecondary American Indian/Alaska Native Students

ERIC Educational Resources Information Center

Aragon, Steven R.

2004-01-01

This study examined the learning and study practices of postsecondary American Indian/Alaska Native students attending community colleges in the southwest. Using a survey design, students completed the Kagan Matching Familiar Figures Test, the Schmeck, Ribich, and Ramanaiah Inventory of Learning Processes, and the Weinstein, Palmer, and Schulte…

Characteristics of Learning Disabilities Persisting into Adolescence.

ERIC Educational Resources Information Center

Whyte, Lillian A.

1984-01-01

Describes characteristics of learning disabled teenagers. Describes results of a study of 331 secondary students who completed a self-report inventory showing that childhood learning disability characteristics persist into adolescence, most seriously in the areas of visual perception, fine motor skills, and the ability to write and make spatial…

Problems and Inconsistencies with Kolb's Learning Styles.

ERIC Educational Resources Information Center

Garner, Iain

2000-01-01

Argues that there are substantial problems with the theoretical foundations of David Kolb's Learning Style Inventory (LSI). Notes anomalies with the relationship between Carl Jung's style and Kolb's use of possibility processing. Argues that these anomalies make it impossible for defining firm conclusions about the nature of Kolb's learning style.…

Parenting Styles and Learned Resourcefulness of Turkish Adolescents

ERIC Educational Resources Information Center

Turkel, Yesim Deniz; Tezer, Esin

2008-01-01

This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness…

Effects of learning-style environmental and tactal/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students

NASA Astrophysics Data System (ADS)

Sullivan, Angela Tirino

This investigator analyzed the effects of learning-style environmental and tactual/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students. To identify individual preferences, the Learning-Styles Inventory (Dunn, Dunn & Price, 1996) was administered to students who attended a suburban elementary school. Forty-six general education students were given instruction through the gradual establishment of an environmentally- and perceptually-responsive learning-style classroom. Instructional units were divided into three phases of two weeks each. The units of scientific terms were instructed for varied learning-style preferences and were gradually introduced during these instructional phases: Phase 1: Electricity was taught with traditional teaching methods; Phase 2: The Source of Energy was taught with accommodations for sound, light, temperature, design elements; Phase 3: Pollution was taught with accommodations for tactual/kinesthetic modalities. Pre and Post-tests, were administered in each of the three phases to determine scientific term gains. A repeated measures ANOVA and General Linear Model were employed to compare mean gains from phase to phase. Post-hoc comparisons were performed using the Bonferroni method and similar procedures were conducted on the Semantic Differential Scales (Pizzo, 1981). Correlations of relative gain scores during each phase were assessed by means of Pearson-product-moment correlations. Differences in the strengths of correlated correlations were evaluated by means of t-tests for related correlation coefficients. Significant gains were found when students were instructed employing incremental learning-styles strategies. To determine attitudinal changes toward science terms, the Semantic Differential Scale (Pizzo, 1981) was administered three times throughout this study: after Phase 1, traditional teaching; Phases 2 and 3, after learning-styles intervention. Statistically higher significance was achieved in both achievement (p < .001) and attitude (p < .001) as each sequential phase was introduced. Thus, the more the instruction and environment responded to students' instructional learning-styles, the better they performed and the more they liked learning. These data confirmed the importance of matching learning-styles with complementary instructional strategies and environments.

Uncovering the Hidden Meaning of Cross-Curriculum Comparison Results on the Force Concept Inventory

ERIC Educational Resources Information Center

Ding, Lin; Caballero, Marcos D.

2014-01-01

In a recent study, Caballero and colleagues conducted a large-scale evaluation using the Force Concept Inventory (FCI) to compare student learning outcomes between two introductory physics curricula: the Matter and Interactions (M&I) mechanics course and a pedagogically-reformed-traditional-content (PRTC) mechanics course. Using a conventional…

What Does an Inventory of Recent Innovation Experiences Tell Us about Agricultural Innovation in Africa?

ERIC Educational Resources Information Center

Triomphe, Bernard; Floquet, Anne; Kamau, Geoffrey; Letty, Brigid; Vodouhe, Simplice Davo; Ng'ang'a, Teresiah; Stevens, Joe; van den Berg, Jolanda; Selemna, Nour; Bridier, Bernard; Crane, Todd; Almekinders, Cornelia; Waters-Bayer, Ann; Hocde, Henri

2013-01-01

Purpose: Within the context of the European-funded JOLISAA project (JOint Learning in and about Innovation Systems in African Agriculture), an inventory of agricultural innovation experiences was made in Benin, Kenya and South Africa. The objective was to assess multi-stakeholder agricultural innovation processes involving smallholders. Approach:…

General Metacognitive Strategies Inventory (GMSI) and the Metacognitive Integrals Strategies Inventory (MISI)

ERIC Educational Resources Information Center

Favieri, Adriana Gladys

2013-01-01

Introduction: When talking about knowledge itself, the way it is perceived, understood, learnt, remembered and thought, we are talking about metacognition. It is considered a crucial aspect in the development of reflective thought, autonomous learning and construction of knowledge. There exists several tools in literature to measure metacognitive…

Approaches to sampling macrofungi

Treesearch

Thomas E. O' Dell; D. Jean Lodge; Gregory M. Mueller

2004-01-01

At present most inventory work is conducted to increase our knowledge of fungal diversity and to learn about habitat preferences and geographic distributions of different taxa. A recent development in that respect is the inventory of target taxa for conservation purposes legally mandated as part of the federally approved management plan for old growth forests in the...

Development and Validation of the FYI - A Preliminary Report

ERIC Educational Resources Information Center

Baker, Harley E.; Styer, Jane S.; Harmon, Lenore; Pommerich, Mary

2010-01-01

Developed for the Armed Services Vocational Aptitude Battery (ASVAB) Career Exploration Program, the Find Your Interests (FYI) inventory was designed to help students learn about their career-related interests. The FYI is a 90-item interest inventory based on Holland's (1973, 1985, 1997) widely accepted theory and taxonomy of career choice. The…

Automatic water inventory, collecting, and dispensing unit

NASA Technical Reports Server (NTRS)

Hall, J. B., Jr.; Williams, E. F.

1972-01-01

Two cylindrical tanks with piston bladders and associated components for automatic filling and emptying use liquid inventory readout devices in control of water flow. Unit provides for adaptive water collection, storage, and dispensation in weightlessness environment.

30 CFR 764.21 - Data base and inventory system requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... authority shall develop a data base and inventory system which will permit evaluation of whether reclamation... resources of the State, demand for those resources, the environment, the economy and the supply of coal...

The Preferred Learning Styles of Neurosurgeons, Neurosurgery Residents, and Neurology Residents: Implications in the Neurosurgical Field.

PubMed

Lai, Hung-Yi; Lee, Ching-Yi; Chiu, Angela; Lee, Shih-Tseng

2014-01-01

To delineate the learning style that best defines a successful practitioner in the field of neurosurgery by using a validated learning style inventory. The Kolb Learning Style Inventory, a validated assessment tool, was administered to all practicing neurosurgeons, neurosurgical residents, and neurology residents employed at Chang Gung Memorial Hospital, an institution that provides primary and tertiary clinical care in 3 locations, Linkou, Kaohsiung, and Chiayi. There were 81 participants who entered the study, and all completed the study. Neurosurgeons preferred the assimilating learning style (52%), followed by the diverging learning style (39%). Neurosurgery residents were slightly more evenly distributed across the learning styles; however, they still favored assimilating (32%) and diverging (41%). Neurology residents had the most clearly defined preferred learning style with assimilating (76%) obtaining the large majority and diverging (12%) being a distant second. The assimilating and diverging learning styles are the preferred learning styles among neurosurgeons, neurosurgery residents, and neurology residents. The assimilating learning style typically is the primary learning style for neurosurgeons and neurology residents. Neurosurgical residents start off with a diverging learning style and progress toward an assimilating learning style as they work toward becoming practicing neurosurgeons. The field of neurosurgery has limited opportunities for active experimentation, which may explain why individuals who prefer reflective observation are more likely to succeed in this field. Copyright © 2014 Elsevier Inc. All rights reserved.

Correlation of the summary method with learning styles.

PubMed

Sarikcioglu, Levent; Senol, Yesim; Yildirim, Fatos B; Hizay, Arzu

2011-09-01

The summary is the last part of the lesson but one of the most important. We aimed to study the relationship between the preference of the summary method (video demonstration, question-answer, or brief review of slides) and learning styles. A total of 131 students were included in the present study. An inventory was prepared to understand the students' learning styles, and a satisfaction questionnaire was provided to determine the summary method selection. The questionnaire and inventory were collected and analyzed. A comparison of the data revealed that the summary method with video demonstration received the highest score among all the methods tested. Additionally, there were no significant differences between learning styles and summary method with video demonstration. We suggest that such a summary method should be incorporated into neuroanatomy lessons. Since anatomy has a large amount of visual material, we think that it is ideally suited for this summary method.

Development of leadership behaviors in undergraduate nursing students: a service-learning approach.

PubMed

Foli, Karen J; Braswell, Melanie; Kirkpatrick, Jane; Lim, Eunjung

2014-01-01

The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience. Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential. Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning. Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p < .0001). A significant correlation was found (p = .02) between the overall posttest scores for both instruments. CONCLUSION Integrating service-learning into a leadership course is an effective approach to the development of leadership behaviors.

Contribution of Family Environment to Pediatric Cochlear Implant Users’ Speech and Language Outcomes: Some Preliminary Findings

PubMed Central

Holt, Rachael Frush; Beer, Jessica; Kronenberger, William G.; Pisoni, David B.; Lalonde, Kaylah

2012-01-01

Purpose To evaluate the family environments of children with cochlear implants and to examine relationships between family environment and post-implant language development and executive function. Method Forty-five families of children with cochlear implants completed a self-report family environment questionnaire (FES) and an inventory of executive function (BRIEF/BRIEF-P). Children’s receptive vocabulary (PPVT-4) and global language skills (PLS-4/CELF-4) were also evaluated. Results The family environments of children with cochlear implants differed from those of normal-hearing children, but not in clinically significant ways. Language development and executive function were found to be atypical, but not uncharacteristic of this clinical population. Families with higher levels of self-reported control had children with smaller vocabularies. Families reporting a higher emphasis on achievement had children with fewer executive function and working memory problems. Finally, families reporting a higher emphasis on organization had children with fewer problems related to inhibition. Conclusions Some of the variability in cochlear implantation outcomes that have protracted periods of development is related to family environment. Because family environment can be modified and enhanced by therapy or education, these preliminary findings hold promise for future work in helping families to create robust language-learning environments that can maximize their child’s potential with a cochlear implant. PMID:22232387

Problem based learning approaches to the technology education of physical therapy students.

PubMed

Castro-Sánchez, Adelaida M; Aguilar-Ferrándiz, María Encarnación M E; Matarán-Peñarrocha, Guillermo A Ga; Iglesias-Alonso, Alberto A; Fernández-Fernández, Maria Jesus M J; Moreno-Lorenzo, Carmen C

2012-01-01

Problem-Based Learning (PBL) is a whole-curriculum concept. This study aimed to compare learning preferences and strategies between physical therapy students taught by PBL and those receiving conventional lectures on massage therapy, trauma physical therapy, and electrotherapy, hydrotherapy, and thermotherapy. This quasi-experimental study included 182 male and female students on physical therapy diploma courses at three universities in Andalusia (Spain). The Canfield Learning Skills Inventory (CLSI) was used to assess learning strategies and the Approaches to Study Skills Inventory for Students (ASSIST) to analyze study preferences. At the end of the academic year 2009/10, physical therapy students taught by PBL considered the most important learning strategies to be group work, study organization, relationship of ideas, and academic results. In comparison to conventionally taught counterparts, they considered that PBL reduced lack of purpose, memorizing without relating, the law of minimum effort, and fear of failure. Among these PBL students, the most highly rated study preferences were: organization of course tasks, cordial interaction with the teacher, learning by reading and images, and direct hands-on experience. For these physical therapy students, PBL facilitates learning strategies and study preferences in comparison to conventional teaching.

Effects of diversity in olfactory environment on children's sense of smell.

PubMed

Martinec Nováková, Lenka; Fialová, Jitka; Havlíček, Jan

2018-02-13

Diversity in children's everyday olfactory environment may affect the development of their olfactory abilities and odor awareness. To test this, we collected data on olfactory abilities using the Sniffin' Sticks and odor awareness with Children's Olfactory Behaviors in Everyday Life Questionnaire in 153 preschool children and retested them one and a half year later. Parents completed an inventory on children's exposure to a variety of odors and on their own odor awareness using the Odor Awareness Scale. We controlled for the effects of age and verbal fluency on the children's performance. We found that the children's odor identification and discrimination scores differed as a function of parental odor awareness. Although these effects were rather small, they were commensurate in size with those of gender and age. To the best of our knowledge, this study is the first to present evidence that diversity in children's olfactory environment affects variation in their olfactory abilities and odor awareness. We suggest that future studies consider the long-term impact of perceptual learning out of the laboratory and its consequences for olfactory development.

Stressors and expectations of undergraduate nursing students during clinical practice in Singapore.

PubMed

Suen, Wei Qi; Lim, Siriwan; Wang, Wenru; Kowitlawakul, Yanika

2016-12-01

Nursing students have experienced stress because they need to focus on academic performance while being exposed to a clinical environment. The study aimed to identify the contributing factors of stress and the clinical environment expectations of undergraduate nursing students during their clinical practice at a university in Singapore. A cross-sectional descriptive study design using validated surveys was adopted. The Stressors in Nursing Students and the Clinical Learning Environment Inventory questionnaires were used to collect the data in January 2014. A total of 285 nursing students participated in this study. The results showed that third year nursing students had higher stress levels than first year and second year students. Satisfaction in terms of fulfilment among nursing students during clinical practice was found to be the most influential factor in predicting stress. The study suggests that the nursing faculty needs to be more concerned about nursing students' stress level and provide more support to third year students. In addition, students' satisfaction should be considered when developing a clinical curriculum. © 2016 John Wiley & Sons Australia, Ltd.

Undirected learning styles and academic risk: Analysis of the impact of stress, strain and coping.

PubMed

Kimatian, Stephen; Lloyd, Sara; Berger, Jeffrey; Steiner, Lorraine; McKay, Robert; Schwengal, Deborah

2017-01-01

Learning style inventories used in conjunction with a measure of academic achievement consistently show an association of meaning directed learning patterns with academic success, but have failed to show a clear association of undirected learning styles with academic failure. Using survey methods with anesthesia residents, this study questioned whether additional assessment of factors related to stress, strain, and coping help to better define the association between undirected learning styles and academic risk. Pearson chi squared tests. 296 subjects were enrolled from eight institutions with 142 (48%) completing the study. American Board of Anesthesiologists In Training Examinations (ITE) percentiles (ITE%) were used as a measure of academic achievement. The Vermunt Inventory of Learning Styles (ILS) was used to identify four learning patterns and 20 strategies, and the Osipow Stress Inventory-Revised (OSI-R) was used as a measure of six scales of occupational stress, four of personal strain, and four coping resources. Two learning patterns had significant relationship with ITE scores. As seen in previous studies, Meaning Directed Learning was beneficial for academic achievement while Undirected Learning was the least beneficial. Higher scores on Meaning Directed Learning correlated positively with higher ITE scores while higher Undirected and lower Meaning Directed patterns related negatively to ITE%. OSI-R measures of stress, strain and coping indicated that residents with Undirected learning patterns had higher scores on three scales related to stress, and 4 related to strain, while displaying lower scores on two scales related to coping. Residents with higher Meaning Directed patterns scored lower on two scales of stress and two scales of strain, with higher scores on two scales for coping resources. Low Meaning Directed and high Undirected learning patterns correlated with lower ITE percentiles, higher scores for stress and strain, and lower coping resources. This association suggests that successful remediation of at-risk residents must address stress, strain and coping if long term academic improvement is expected. Further research to identify the value of stress, strain, and coping screening and education is warranted.

The effectiveness of simulation activities on the cognitive abilities of undergraduate third-year nursing students: a randomised control trial.

PubMed

Secomb, Jacinta; McKenna, Lisa; Smith, Colleen

2012-12-01

To provide evidence on the effectiveness of simulation activities on the clinical decision-making abilities of undergraduate nursing students. Based on previous research, it was hypothesised that the higher the cognitive score, the greater the ability a nursing student would have to make informed valid decisions in their clinical practice. Globally, simulation is being espoused as an education method that increases the competence of health professionals. At present, there is very little evidence to support current investment in time and resources. Following ethical approval, fifty-eight third-year undergraduate nursing students were randomised in a pretest-post-test group-parallel controlled trial. The learning environment preferences (LEP) inventory was used to test cognitive abilities in order to refute the null hypothesis that activities in computer-based simulated learning environments have a negative effect on cognitive abilities when compared with activities in skills laboratory simulated learning environments. There was no significant difference in cognitive development following two cycles of simulation activities. Therefore, it is reasonable to assume that two simulation tasks, either computer-based or laboratory-based, have no effect on an undergraduate student's ability to make clinical decisions in practice. However, there was a significant finding for non-English first-language students, which requires further investigation. More longitudinal studies that quantify the education effects of simulation on the cognitive, affective and psychomotor attributes of health science students and professionals from both English-speaking and non-English-speaking backgrounds are urgently required. It is also recommended that to achieve increased participant numbers and prevent non-participation owing to absenteeism, further studies need to be imbedded directly into curricula. This investigation confirms the effect of simulation activities on real-life clinical practice, and the comparative learning benefits with traditional clinical practice and university education remain unknown. © 2012 Blackwell Publishing Ltd.

Using Learning Styles and Viewing Styles in Streaming Video

ERIC Educational Resources Information Center

de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert

2011-01-01

Improving the effectiveness of learning when students observe video lectures becomes urgent with the rising advent of (web-based) video materials. Vital questions are how students differ in their learning preferences and what patterns in viewing video can be detected in log files. Our experiments inventory students' viewing patterns while watching…

Bioliteracy and Teaching Efficacy: What Biologists Can Learn from Physicists

ERIC Educational Resources Information Center

Klymkowsky, Michael W.; Garvin-Doxas, Kathy; Zeilik, Michael

2003-01-01

The introduction of the Force Concept Inventory (FCI) by David Hestenes and colleagues in 1992 produced a remarkable impact within the community of physics teachers. An instrument to measure student comprehension of the Newtonian concept of force, the FCI demonstrates that active learning leads to far superior student conceptual learning than…

Assessment of Language Learning Strategies Used by Palestinian EFL Learners

ERIC Educational Resources Information Center

Khalil, Aziz

2005-01-01

This article assesses the language learning strategies (LLSs) used by 194 high school and 184 university English-as-a-foreign-language (EFL) learners in Palestine, using Oxford's (1990) Strategy Inventory for Language Learning (SILL). It also explores the effect of language proficiency and gender on frequency of strategy use. The findings show…

To What Extent Can the Big Five and Learning Styles Predict Academic Achievement

ERIC Educational Resources Information Center

Köseoglu, Yaman

2016-01-01

Personality traits and learning styles play defining roles in shaping academic achievement. 202 university students completed the Big Five personality traits questionnaire and the Inventory of Learning Processes Scale and self-reported their grade point averages. Conscientiousness and agreeableness, two of the Big Five personality traits, related…

Learning General Phonological Rules from Distributional Information: A Computational Model

ERIC Educational Resources Information Center

Calamaro, Shira; Jarosz, Gaja

2015-01-01

Phonological rules create alternations in the phonetic realizations of related words. These rules must be learned by infants in order to identify the phonological inventory, the morphological structure, and the lexicon of a language. Recent work proposes a computational model for the learning of one kind of phonological alternation, allophony…

Formal Operations and Learning Style Predict Success in Statistics and Computer Science Courses.

ERIC Educational Resources Information Center

Hudak, Mary A.; Anderson, David E.

1990-01-01

Studies 94 undergraduate students in introductory statistics and computer science courses. Applies Formal Operations Reasoning Test (FORT) and Kolb's Learning Style Inventory (LSI). Finds that substantial numbers of students have not achieved the formal operation level of cognitive maturity. Emphasizes need to examine students learning style and…

The Validation Challenge: How Close Is Europe to Recognising All Learning? Briefing Note

ERIC Educational Resources Information Center

Cedefop - European Centre for the Development of Vocational Training, 2014

2014-01-01

The European inventory on validation of non-formal and informal learning provides an unrivaled source of information detailing how validation of prior learning is developing across Europe. It shows that validation strategies and legislation, despite complexity of the task before them, have been developing slowly but steadily. However, there is…

Types of Language Learning Strategies Used by Tertiary English Majors

ERIC Educational Resources Information Center

Chuin, Tan Khye; Kaur, Sarjit

2015-01-01

This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

The influence of learning styles on collaborative performances of allied health students in a clinical exercise.

PubMed

Sandmire, D A; Vroman, K G; Sanders, R

2000-01-01

With the increasing emphasis on interdisciplinary practice, there is a need to recognize factors that promote effective interdisciplinary teams. The influence of individual learning-style preference on collaborative performance was examined in 78 occupational and physical therapy students in a neuroscience course. They were randomly assigned in pairs to one of three subsets based upon their Kolb Learning Style Inventory scores (active experimenters vs reflective observers). The students viewed a videotape of a quadriplegic patient's physical examination and completed a collaborative exercise that required performance skills on all levels of Bloom's taxonomy of learning. Analysis of variance revealed no significant difference among learning-style subset pairs in performance (F2, 36 = 0.43, p > 0.05), but the exercise's overall grade correlated with the average of the pair's highest individual scores on two prior written exams (r = 0.631, p < 0.05), suggesting that background knowledge may predict performance better than learning styles do. It is suggested that differences in information-processing styles as measured by the Kolb inventory do not affect interdisciplinary team performance.

Examining parents' ratings of middle-school students' academic self-regulation using principal axis factoring analysis.

PubMed

Chen, Peggy P; Cleary, Timothy J; Lui, Angela M

2015-09-01

This study examined the reliability and validity of a parent rating scale, the Self-Regulation Strategy Inventory: Parent Rating Scale (SRSI-PRS), using a sample of 451 parents of sixth- and seventh-grade middle-school students. Principal axis factoring (PAF) analysis revealed a 3-factor structure for the 23-item SRSI-PRS: (a) Managing Behavior and Learning (α = .92), (b) Maladaptive Regulatory Behaviors (α = .76), and (c) Managing Environment (α = .84). The majority of the observed relations between these 3 subscales, and the SRSI-SR, student motivation beliefs, and student mathematics grades were statistically significant and in the small to medium range. After controlling for various student variables and motivation indices of parental involvement, 2 SRSI-PRS factors (Managing Behavior and Learning, Maladaptive Regulatory Behaviors) reliably predicted students' achievement in their mathematics course. This study provides initial support for the validity and reliability of the SRSI-PRS and underscores the advantages of obtaining parental ratings of students' SRL behaviors. (c) 2015 APA, all rights reserved).

P3: a practice focused learning environment

NASA Astrophysics Data System (ADS)

Irving, Paul W.; Obsniuk, Michael J.; Caballero, Marcos D.

2017-09-01

There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University called P3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students’ reflecting on their experiences in the P3 classroom.

Comparison of biomass burning inventories processed by GEOS-Chem and ACCESS2.0 with total column and satellite data in Australia.

NASA Astrophysics Data System (ADS)

Desservettaz, M.; Fisher, J. A.; Jones, N. B.; Bukosa, B.; Greenslade, J.; Luhar, A.; Woodhouse, M.; Griffith, D. W. T.; Velazco, V. A.

2016-12-01

Australia contributes approximately 6% of global biomass burning CO2 emissions, mostly from savanna type fires. This estimate comes from biomass burning inventories that use emission factors derived from field campaigns performed outside Australia. The relevance of these emission factors to the Australian environment has not previously been evaluated and therefore needs to be tested. Here we compare predictions from the chemical transport model GEOS-Chem and the global chemistry-climate model ACCESS-UKCA run using different biomass burning inventories to total column measurements of CO, C2H6 and HCHO, in order to identify the most representative inventory for Australian fire emissions. The measurements come from the Network for Detection of Atmospheric Composition Change (NDACC) and Total Carbon Column Observing Network (TCCON) solar remote sensing Fourier transform spectrometers and satellite measurements from IASI and OMI over Australia. We evaluate three inventories: the Global Fire Emission Database version 4 - GFED4 (Giglio et al. 2013), the Fire Inventory from NCAR - FINN (Wiedinmyer et al. 2011), the Quick Fire Emission Database - QFED from NASA and the MACCity emission inventory (from the MACC/CityZEN EU projects; Angiola et al. 2010). From this evaluation we aim to give recommendations for the most appropriate inventory to use for different Australian environments. We also plan to examine any significant concentration variations arising from the differences between the two model setups.

Level 2 Screening with the PDD Behavior Inventory: Subgroup Profiles and Implications for Differential Diagnosis

ERIC Educational Resources Information Center

Cohen, Ira L.; Liu, Xudong; Hudson, Melissa; Gillis, Jennifer; Cavalari, Rachel N. S.; Romanczyk, Raymond G.; Karmel, Bernard Z.; Gardner, Judith M.

2017-01-01

The PDD Behavior Inventory (PDDBI) has recently been shown, in a large multisite study, to discriminate well between autism spectrum disorder (ASD) and other groups when its scores were examined using a machine learning tool, Classification and Regression Trees (CART). Discrimination was good for toddlers, preschoolers, and school-age children;…

Lessons Learned from Research about Informal Reading Inventories: Keys to Data-Driven Instructional Recommendations

ERIC Educational Resources Information Center

L'Allier, Susan K.

2013-01-01

This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of…

The Oceanography Concept Inventory: A Semicustomizable Assessment for Measuring Student Understanding of Oceanography

ERIC Educational Resources Information Center

Arthurs, Leilani; Hsia, Jennifer F.; Schweinle, William

2015-01-01

We developed and evaluated an Oceanography Concept Inventory (OCI), which used a mixed-methods approach to test student achievement of 11 learning goals for an introductory-level oceanography course. The OCI was designed with expert input, grounded in research on student (mis)conceptions, written with minimal jargon, tested on 464 students, and…

A Review of the Myers-Briggs Type Inventory: A Potential Training Tool for Human Services Organizations.

ERIC Educational Resources Information Center

Aviles, Christopher B.

The Myers-Briggs Type Inventory (MBTI) can be helpful in personal, career, and marriage counseling; conflict and stress management; team building; and understanding managerial and learning styles. It has great potential to be utilized in human services organizations for training purposes because it offers a way to conceptualize employee…

Use of the recreation opportunity planning system to inventory recreation opportunities of arid lands

Treesearch

Perry J. Brown; B. L. Driver; Joseph K. Berry

1981-01-01

Recreation opportunity planning, which is being adopted by some land management agencies for recreation input to land management planning, is reviewed for its applicability to arid land situations. Particular attention is given to the inventory and analysis phases of the system and to what we have learned about its implementation during its development.

Middle Grade Students of Iris County: A Descriptive Study from Southern Appalachia.

ERIC Educational Resources Information Center

Phelps, Margaret S.; And Others

Sixth, seventh, and eighth grade students (N=301) from a rural county in Tennessee (Iris County is a pseudonym) completed a Rural School Success Inventory (RSSI) and the Learning Styles Inventory (LSI). The study explored differences between low Socioeconomic Status (SES) students and middle/high SES students. The RSSI provided information about…

Development and Application of a Chinese Version of the Short Attitudes toward Mathematics Inventory

ERIC Educational Resources Information Center

Lin, Shu-Hui; Huang, Yun-Chen

2016-01-01

Student attitudes toward mathematics play an important role in the teaching and learning processes of mathematics as positive attitudes correlate with higher student achievement. This paper aims to develop and explore the validity of a Chinese version of the short attitudes toward mathematics inventory (short ATMI) for Taiwanese undergraduates,…

Interest Inventory Items as Reinforcing Stimuli: A Test of the A-R-D Theory.

ERIC Educational Resources Information Center

Staats, Arthur W.; And Others

An experiement was conducted to test the hypothesis that interest inventory items would function as reinforcing stimuli in a visual discrimination task. When previously rated liked and disliked items from the Strong Vocational Interest Blank were differentially presented following one of two responses, subjects learned to respond to the stimulus…

The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers

ERIC Educational Resources Information Center

Kallio, Heli; Virta, Kalle; Kallio, Manne; Virta, Arja; Hjardemaal, Finn Rudolf; Sandven, Jostein

2017-01-01

The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers' awareness of metacognition is required to support students' self-regulation, with the aim of establishing modern learning methods and life-long…

Sentinel-2 for rapid operational landslide inventory mapping

NASA Astrophysics Data System (ADS)

Stumpf, André; Marc, Odin; Malet, Jean-Philippe; Michea, David

2017-04-01

Landslide inventory mapping after major triggering events such as heavy rainfalls or earthquakes is crucial for disaster response, the assessment of hazards, and the quantification of sediment budgets and empirical scaling laws. Numerous studies have already demonstrated the utility of very-high resolution satellite and aerial images for the elaboration of inventories based on semi-automatic methods or visual image interpretation. Nevertheless, such semi-automatic methods are rarely used in an operational context after major triggering events; this is partly due to access limitations on the required input datasets (i.e. VHR satellite images) and to the absence of dedicated services (i.e. processing chain) available for the landslide community. Several on-going initiatives allow to overcome these limitations. First, from a data perspective, the launch of the Sentinel-2 mission offers opportunities for the design of an operational service that can be deployed for landslide inventory mapping at any time and everywhere on the globe. Second, from an implementation perspective, the Geohazards Exploitation Platform (GEP) of the European Space Agency (ESA) allows the integration and diffusion of on-line processing algorithms in a high computing performance environment. Third, from a community perspective, the recently launched Landslide Pilot of the Committee on Earth Observation Satellites (CEOS), has targeted the take-off of such service as a main objective for the landslide community. Within this context, this study targets the development of a largely automatic, supervised image processing chain for landslide inventory mapping from bi-temporal (before and after a given event) Sentinel-2 optical images. The processing chain combines change detection methods, image segmentation, higher-level image features (e.g. texture, shape) and topographic variables. Based on a few representative examples provided by a human operator, a machine learning model is trained and subsequently used to distinguish newly triggered landslides from other landscape elements. The final map product is provided along with an uncertainty map that allows identifying areas which might require further considerations. The processing chain is tested for two recent and contrasted triggering events in New Zealand and Taiwan. A Mw 7.8 earthquake in New Zealand in November 2016 triggered tens of thousands of landslides in a complex environment, with important textural variations with elevations, due to vegetation change and snow cover. In contrast a large but unexceptional typhoon in July 2016 in Taiwan triggered a moderate amount of relatively small landslides in a lushly vegetated, more homogenous terrain. Based on the obtained results we discuss the potential and limitations of Sentinel-2 bi-temporal images and time-series for operational landslide inventory mapping This work is part of the General Studies Program (GSP) ALCANTARA of ESA.

Analysis of carbon emission regulations in supply chains with volatile demand.

DOT National Transportation Integrated Search

2014-07-01

This study analyzes an inventory control problem of a company in stochastic demand environment under carbon emissions : regulations. In particular, a continuous review inventory model with multiple suppliers is investigated under carbon taxing and ca...

The Relationship between the Physical Therapist Clinical Performance Instrument Scores and Doctor of Physical Therapy Student Learning Styles

ERIC Educational Resources Information Center

Courtright, Joachim

2017-01-01

INTRODUCTION. The learning style of a student is an important factor in their ability to gain knowledge. This is especially important in challenging curriculums such as the Doctor of Physical Therapy (DPT) program. A common tool to assess one's learning style is The Kolb Learning Styles Inventory (LSI). A common tool used to measure the…

The effect of surgical resident learning style preferences on American Board of Surgery In-training Examination scores.

PubMed

Kim, Roger H; Gilbert, Timothy; Ristig, Kyle

2015-01-01

There is a growing body of literature that suggests that learners assimilate information differently, depending on their preferred learning style. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). We hypothesized that resident VARK learning style preferences and American Board of Surgery In-Training Examination (ABSITE) performance are associated. The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program each year to determine their preferred learning style. Resident scores from the 2012 and 2013 ABSITE were examined to identify any correlation with learning style preferences. Over a 2-year period, residents completed 53 VARK inventory assessments. Most (51%) had a multimodal preference. Dominant aural and read/write learners had the lowest and highest mean ABSITE scores, respectively (p = 0.03). Residents with dominant read/write learning preferences perform better on the ABSITE than their peers did, whereas residents with dominant aural learning preferences underperform on the ABSITE. This may reflect an inherent and inadvertent bias of the examination against residents who prefer to learn via aural modalities. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Online Learners' Preferences for Interaction.

ERIC Educational Resources Information Center

Northrup, Pamela T.

2002-01-01

Describes a study that investigated types of interaction that graduate students perceived to be important for elearning (electronic learning). Discusses content interaction, conversation and collaboration, interpersonal and metacognitive skills, and need for support; explains the Online Learning Interaction Inventory; and reports that flexibility…

Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory.

PubMed

Alkhateeb, Haitham M; Nasser, Ramzi

2014-06-01

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL)

DTIC Science & Technology

1986-11-01

language training is over. Learning strategies , i.e., steps taken by the learner that are intended to facilitate the acquisi- tion, retention, and...Learning strategies have been defined as "cognitions or behaviors that a learner engages in during learning that are intended to influence the encoding...definition describes learning strategies as steps taken by the learner to facilitate the acquisition, storage, retrieval, or use of information (O’Malley

Inventories of psychological skills for athletic clubs and school life.

PubMed

Ueno, Kohei

2014-02-01

Some students who participate in athletic activities transfer the skills acquired in a sports context into other areas of life, while others do not. To identify the specific skills that are transferred or not from sports to the school environment, two inventories were developed: the "Psychological Skills Inventory for Athletic Clubs" and the "Psychological Skills Inventory for School Life." These inventories enable a comparison of skills in a sport context with skills in a school context. In the first stage, 307 Japanese first-year university students who had participated in high school athletic clubs volunteered to take part in a survey to develop these inventories. Analyses indicated that both inventories comprised identical subscales of intrapersonal and interpersonal skills. In the second stage, the reliability and validity of these inventories was confirmed for 531 Japanese high school students who were members of athletic clubs for sports such as soccer and baseball.

Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

PubMed

Kumar, Latha Rajendra; Chacko, Thomas Vengail

2012-01-01

In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P < 0.0001) in student's self-perceptions about usefulness of knowing one's learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within the group helped students choose strategies to help overcome the handicap presented by the school's teaching methods.

Concurrent validity of the Learning and Study Strategies Inventory (LASSI): a study of African American precollege students.

PubMed

Flowers, Lamont A; Bridges, Brian K; Moore III, James L

2012-01-01

Concurrent validation procedures were employed, using a sample of African American precollege students, to determine the extent to which scale scores obtained from the first edition of the Learning and Study Strategies Inventory (LASSI) were appropriate for diagnostic purposes. Data analysis revealed that 2 of the 10 LASSI scales (i.e., Anxiety and Test Strategies) significantly correlated with a measure of academic ability. These results suggested that scores obtained from these LASSI scales may provide valid assessments of African American precollege students’ academic aptitude. Implications for teachers, school counselors, and developmental studies professionals were discussed.

Faculty Use of Community-Based Learning: What Factors Really Matter?

ERIC Educational Resources Information Center

Russell-Stamp, Melinda

2015-01-01

The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at…

Can Work-Based Learning Add to the Research Inventory of Higher Education? The Case of Collaborative Research

ERIC Educational Resources Information Center

Portwood, Derek

2007-01-01

Work-based learning's preoccupation with developing award-bearing programmes has affected the scope and style of work-based research. While offering development opportunities for work-based research, the emphasis of work-based learning programmes on the individual learner has curtailed the use of collaborative research. This article explores how…

A Cross-Cultural Comparison of Student Learning Patterns in Higher Education

ERIC Educational Resources Information Center

Marambe, Kosala N.; Vermunt, Jan D.; Boshuizen, Henny P. A.

2012-01-01

The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European…

An Insight into Secondary School Students' Beliefs Regarding Learning English Language

ERIC Educational Resources Information Center

Aziz, Fakhra; Quraishi, Uzma

2017-01-01

The present descriptive study aimed to get an insight into secondary school students' beliefs regarding English language learning. The survey method was employed for obtaining data from the secondary school students (N = 664). A modified version of "beliefs about language learning inventory" was used to collect data. Five out of nine…

Personality Traits as Predictors of the Social English Language Learning Strategies

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2012-01-01

The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory…

Assessment for Learning Practices and Competency among Malaysian University Lecturers: A National Study

ERIC Educational Resources Information Center

Ahmad, Tunku Badariah Tunku; Zubairi, Ainol Madziah; Ibrahim, Mohd Burhan; Othman, Joharry; Rahman, Nik Suryani Abd; Rahman, Zainurin Abd; Nordin, Mohamad Sahari; Nor, Zainab Mohd

2014-01-01

This paper reports the findings of a national study involving 534 lecturers from 33 higher learning institutions in Malaysia to find out their self-reported practices and perceived competencies in assessment for learning. Data were collected using a 24-item assessment practice inventory drawn from five of the six standards stipulated in an…

Development and Validation of a New Measure of Faculty Assessments of Reformed Teaching and Learning Practices

ERIC Educational Resources Information Center

Ellett, Chad D.; Monsaas, Judy; Martin-Hansen, Lisa; Demir, Abdulkadir

2012-01-01

This study reports on the continued large-sample validation of the Inventory for Teaching and Learning (ITAL), a new teacher perception measure of "reformed (inquiry- and standards-based) and traditional teaching and learning" developed for use in science and mathematics classrooms. The continued validation of the ITAL used large samples…

The Impact of Personality Traits on the Affective Category of English Language Learning Strategies

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2011-01-01

The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of…

The Relationship between the Extraversion Trait and Use of the English Language Learning Strategies

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2012-01-01

The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory…

Student Learning Styles/Strategies and Professors' Expectations: Do They Match?

ERIC Educational Resources Information Center

Mather, Jennifer A.; Champagne, Angele

2008-01-01

University students may not always learn in ways that match those that professors use in their teaching. Third-year students at a small, mainly undergraduate, Canadian university showed a wide variety of approaches when tested with Kolb's (1976) Learning Style Inventory. Students in the Humanities were the most varied, and those in Health Science…

Did the Assignment Do What You Wanted? Examining the Correlations between Learning Processes and Class Assessments

ERIC Educational Resources Information Center

Clump, Michael A.; Sandoval, Melanie

2010-01-01

We examined the correlations between students' scores on the "Inventory of Learning Processes" (Schmeck, Ribich, & Ramanaiah, 1977) and on the different assessments in a cognitive psychology course (and the total points). We determined that many of the assessments evaluated the type of learning the instructor wanted the students to…

Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

ERIC Educational Resources Information Center

Wu, Chia-Pei; Lin, Huey-Ju

2016-01-01

This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

The Intersection of Imagery Ability, Imagery Use, and Learning Style: An Exploratory Study

ERIC Educational Resources Information Center

Bolles, Gina; Chatfield, Steven J.

2009-01-01

This study explores the intersection of the individual's imagery ability, imagery use in dance training and performance, and learning style. Thirty-four intermediate-level ballet and modern dance students at the University of Oregon completed the Movement Imagery Questionnaire-Revised (MIQ-R) and Kolb's Learning Style Inventory-3 (LSI-3). The four…

7 CFR 3407.6 - Categorical exclusions.

Code of Federal Regulations, 2011 CFR

2011-01-01

...; (iii) Inventories, research activities and studies, such as resource inventories and routine data... cumulative impacts on the quality of the human environment: (i) The following categories of research programs...) Research conducted within any laboratory, greenhouse, or other contained facility where research practices...

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on the findings and conclusions of this study, implications for distance education and future research are described.

Analysis of environmental factors affecting the quality of teacher's life of public schools from Umuarama.

PubMed

Costa, Bruna Evellyn; Silva, Nicéia Luzia Selete

2012-01-01

In this study valued 100 public school teachers statewide Umuarama-Pr, through Maslach Burnout Inventory (MBI) and also a socio-demographic questionnaire with objective factors to analyze the work environment that affect the quality of life for teachers public schools in Umuarama. The results indicated that teachers age between 20 and 30 years show high index of emotional exhaustion. Between 30 and 40 years have a low average emotional exhaustion and depersonalization and an average professional achievement. Teachers between 40 and 50 years of aged had resulted in the average within the fields Burnout Inventory with a group that's worrying, because it is the limit in all items that characterize the burnout syndrome. Already in the professionals aged between 50 and 60 years have seen high levels of emotional exhaustion, low depersonalization and low professional achievement, this group, which probably already had some of these symptoms are only now been identified. This shows how is the quality of life of the group of teachers surveyed, and indicates the need for action to change this situation and find solutions. A suggestion of this work is to build a center for psychological support for teachers to learn to handle everyday situations.

Traffic sign detection in MLS acquired point clouds for geometric and image-based semantic inventory

NASA Astrophysics Data System (ADS)

Soilán, Mario; Riveiro, Belén; Martínez-Sánchez, Joaquín; Arias, Pedro

2016-04-01

Nowadays, mobile laser scanning has become a valid technology for infrastructure inspection. This technology permits collecting accurate 3D point clouds of urban and road environments and the geometric and semantic analysis of data became an active research topic in the last years. This paper focuses on the detection of vertical traffic signs in 3D point clouds acquired by a LYNX Mobile Mapper system, comprised of laser scanning and RGB cameras. Each traffic sign is automatically detected in the LiDAR point cloud, and its main geometric parameters can be automatically extracted, therefore aiding the inventory process. Furthermore, the 3D position of traffic signs are reprojected on the 2D images, which are spatially and temporally synced with the point cloud. Image analysis allows for recognizing the traffic sign semantics using machine learning approaches. The presented method was tested in road and urban scenarios in Galicia (Spain). The recall results for traffic sign detection are close to 98%, and existing false positives can be easily filtered after point cloud projection. Finally, the lack of a large, publicly available Spanish traffic sign database is pointed out.

Creation and Assessment of an Active E-Learning Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Sit, S. M.; Brudzinski, M. R.

2014-12-01

The recent emphasis in higher education on both student engagement and online learning has encouraged us to work on the development of an active e-learning environment for our ~90 student undergraduate introductory geohazards course. To begin designing our course, we established a set of student learning outcomes (SLOs) focused on key scientific investigation skills, like analyzing data, evaluating hypotheses, and conveying information to peers. We designed these outcomes to provide students with powerful reasoning and critical thinking skills. Along with this new framework and increased student expectations, we found it beneficial to additionally establish student development outcomes (SDOs). Specifically, SDOs were constructed to address self-evaluation, student responsibility for learning, and valuing group work. Based on these new SLOs and SDOs, we developed a set of course components that engaged students in content, authentic scientific investigations, and group discussions, all within an online environment. The course includes common online learning features like video lectures and comprehension quizzes, but also uses 50% of class periods for student investigation assignments that are conducted using Google Earth and Microsoft Excel. For those assignments, students commonly utilize a short video tutorial demonstrating a new software skill and then apply that knowledge towards investigating topics such as predicting population growth in India or identifying types of volcanoes observed in Hawaii. Results from multiple semesters of teaching both a hybrid and completely online course show significant gains in the geoscience concept inventory over traditional and redesigned face-to-face courses. Additionally, student survey and evaluation data show that our online course improves on SLOs and SDOs when compared to a traditional lecture based course and achieve similar results to a redesigned face-to-face course focused on engagement. In particular, at the end of an active e-learning semester students reported a greater emphasis in analyzing and applying basic elements of a theory and contributing more to class discussions. Through this course redesign process, we have learned more about effective teaching and have worked to develop better means to inform our teaching through assessment.

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

ERIC Educational Resources Information Center

Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

2010-01-01

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

The Coopersmith Self-Esteem Inventory As a Predictor of Feelings and Communication Satisfaction Toward Parents Among Learning Disabled, Emotionally Disturbed, and Normal Adolescents.

ERIC Educational Resources Information Center

Omizo, Michael M.; And Others

1985-01-01

This study examined the predictive validity of the Coopersmith Self Esteem Inventory with adolescents relative to each of the criterion measures representing communication satisfaction toward each parent and feelings toward each parent, and the differential validity of the self-esteem, communication satisfaction, and feelings toward each parent…

The Effects of Using the Essential Skills Inventory on Teacher Perception of High-Quality Classroom Instruction

ERIC Educational Resources Information Center

Sornson, Bob

2015-01-01

This study explores the efficacy of using the Essential Skill Inventories (ESI) to increase high-quality instruction in the early learning years. Kindergarten and first- and second-grade teachers, who were identified as using the ESI with fidelity, assessed their own teaching skills and behaviors, reflecting on these before and after use of the…

A psychometric evaluation of the digital logic concept inventory

NASA Astrophysics Data System (ADS)

Herman, Geoffrey L.; Zilles, Craig; Loui, Michael C.

2014-10-01

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric evaluation). Classical Test Theory and Item Response Theory provide two psychometric frameworks for evaluating the quality of assessment tools. We discuss how these theories can be applied to assessment tools generally and then apply them to the Digital Logic Concept Inventory (DLCI). We demonstrate that the DLCI is sufficiently reliable for research purposes when used in its entirety and as a post-course assessment of students' conceptual understanding of digital logic. The DLCI can also discriminate between students across a wide range of ability levels, providing the most information about weaker students' ability levels.

Depositional history and inventories of polychlorinated biphenyls (PCBs) in sediment cores from an Antarctic Specially Managed Area (Admiralty Bay, King George Island).

PubMed

Combi, Tatiane; Martins, César C; Taniguchi, Satie; Leonel, Juliana; Lourenço, Rafael André; Montone, Rosalinda Carmela

2017-05-15

Temporal patterns, fluxes and inventories of polychlorinated biphenyls (PCBs) were assessed in nine sediment cores collected from selected areas of Admiralty Bay off the Antarctic Peninsula. Concentrations of total PCBs were low, but slightly higher in comparison to low-impacted, remote environments in the world, ranging from below the detection limit to 11.9ngg -1 in dry weight. PCB concentrations and inventories suggest a possible minor influence related to the nearby logistic activities, especially in the sediment core collected close to the Ferraz Station. Despite being the most remote and protected area on the planet, the Antarctic continent is no longer a pristine environment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Evaluating learning and teaching using the Force Concept Inventory

NASA Astrophysics Data System (ADS)

Zitzewitz, Paul

1997-04-01

Teaching methods used in the calculus-based mechanics course for engineers and scientists (P150) at the University of Michigan-Dearborn were markedly changed in September, 1996. Lectures emphasize active learning with Mazur's ConcepTests, Sokoloff's Interactive Demonstrations, and Van Heuvelen's ALPS Kit worksheets. Students solve context-rich problems using Van Heuvelen's multiple representation format in cooperative groups in discussion sections. Labs were changed to use MBL emphasizing concepts and Experiment Problems to learn lab-based problem solving. Pre- and post-testing of 400 students with the Force Concept Inventory has demonstrated considerable success. The average increase in score has been 35-45methods as defined by Hake. The methods and results will be discussed. Detailed analyses of the FCI results will look at success in teaching specific concepts and the effect of student preparation in mathematics and high school physics.

The Vocational Preference Inventory Scores and Environmental Preferences

ERIC Educational Resources Information Center

Kunce, Joseph T.; Kappes, Bruno Maurice

1976-01-01

This study investigated the relationship between vocational interest measured by the Vocational Preference Inventory (VPI) and preferences of 175 undergraduates for structured or unstructured environments. Males having clear-cut preferences for structured situations had significantly higher Realistic-Conventional scores than those without…

40 CFR 501.21 - Program reporting to EPA.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Section 501.21 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) SEWAGE SLUDGE STATE... its inventory of sewage sludge generators and sludge disposal facilities, and provide information on... mitigate the incident(s) of noncompliance. (b) Information to update the inventory of all sewage sludge...

40 CFR 62.08 - Emission inventories and source surveillance.

Code of Federal Regulations, 2010 CFR

2010-07-01

... surveillance. 62.08 Section 62.08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR... General Provisions § 62.08 Emission inventories and source surveillance. (a) Each subpart identifies the plan provisions for source surveillance which are disapproved, and sets forth the Administrator's...

40 CFR 62.08 - Emission inventories and source surveillance.

Code of Federal Regulations, 2013 CFR

2013-07-01

... surveillance. 62.08 Section 62.08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR... General Provisions § 62.08 Emission inventories and source surveillance. (a) Each subpart identifies the plan provisions for source surveillance which are disapproved, and sets forth the Administrator's...

40 CFR 62.08 - Emission inventories and source surveillance.

Code of Federal Regulations, 2011 CFR

2011-07-01

... surveillance. 62.08 Section 62.08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR... General Provisions § 62.08 Emission inventories and source surveillance. (a) Each subpart identifies the plan provisions for source surveillance which are disapproved, and sets forth the Administrator's...

40 CFR 62.08 - Emission inventories and source surveillance.

Code of Federal Regulations, 2014 CFR

2014-07-01

... surveillance. 62.08 Section 62.08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR... General Provisions § 62.08 Emission inventories and source surveillance. (a) Each subpart identifies the plan provisions for source surveillance which are disapproved, and sets forth the Administrator's...

40 CFR 62.08 - Emission inventories and source surveillance.

Code of Federal Regulations, 2012 CFR

2012-07-01

... surveillance. 62.08 Section 62.08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR... General Provisions § 62.08 Emission inventories and source surveillance. (a) Each subpart identifies the plan provisions for source surveillance which are disapproved, and sets forth the Administrator's...

Learned helplessness, attributional style, and depression in epilepsy. Bozeman Epilepsy Surgery Consortium.

PubMed

Hermann, B P; Trenerry, M R; Colligan, R C

1996-07-01

We wished to examine the relevance of the theory of learned helplessness in general, and attributional style in particular, to the understanding of depression among patients with epilepsy. Patients with lateralized temporal lobe epilepsy (TLE) (right = 73, left = 70) were administered two self-report depression inventories [Beck Depression Inventory (BDI), Center for Epidemiological Studies-Depression scale (CES-D)]. Depression scores were examined in relation to a key component of the revised theory of learned helplessness (attributional style) using the Optimism/Pessimism Scale. Attributional style was significantly associated with increased self-reported depression and remained significant when the effects of several confounding variables were controlled [age, age at onset, laterality of TLE, sex, and method variance]. The results indicate that the concept of learned helplessness in general, and attributional style in particular, are related to the genesis of depression in epilepsy. Because they are known to be related to depression in the general population, and because specific techniques for intervention and prevention are available, greater consideration of learned helplessness and attributional style in the genesis of depression in epilepsy may be worthwhile.

CAPER Team Innovations in Teaching and Learning in ASTRO 101

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Prather, E. E.; Bailey, J. M.; Bardar, E.; Brissenden, G.; Dokter, E. F.; Hudgins, D.; Keller, J.

2006-12-01

The Conceptual Astronomy and Physics Education Research (CAPER) Team, based at the University of Arizona but drawing on the collective expertise of astronomy educators around the world, is conducting scholarly research and developing instructional strategies in an effort to support high-quality astronomy teaching. One avenue of research is focused on creating and validating conceptual inventories that instructors can use to measure the effectiveness of their instructional interventions. We have recently completed new inventories in the topic areas of (1) light and spectra; (2) stars and stellar formation; and (3) planetary atmospheres and the greenhouse effect. In addition, we are using results from research on students’ naive beliefs and reasoning difficulties to development instructional strategies that promote a learner centered classroom. Our research into the effectiveness of two such curriculum projects (Lecture-Tutorials for Introductory Astronomy and Ranking Tasks for Introductory Astronomy) show that these curriculum result in statistically significant gains in student understanding across a broad range of topics, much greater than lecture alone. A third avenue of research centers on improving how ASTRO 101 is taught on a national level. Informed by our continual evaluation and fine tuning of different forms of collaborative group learning and peer instruction teaching strategies, we have developed a multi-day series of workshops that are designed to help faculty better implement innovative teaching strategies that promote a learner-centered teaching environment in the ASTO 101 large lecture course. The workshops are being assessed and iteratively improved through formative evaluation approaches aimed at determining to what extent they have a positive impact on classroom practice.

Understanding the Supplemental Instruction Leader

ERIC Educational Resources Information Center

James, Adrian; Moore, Lori

2018-01-01

This article explored the learning styles and leadership styles of Supplemental Instruction (SI) leaders at Texas A&M University, and the impact of those preferences on recurring attendance to their sessions. The Learning Style Inventory, the Multifactor Leadership Questionnaire, and a demographic instrument were administered to SI leaders…

Knowledge-Linking Perceptions of Late-Elementary Students

ERIC Educational Resources Information Center

Schuh, Kathy L.; Kuo, Yi-Lung; Knupp, Tawnya L.

2014-01-01

This study describes student perceptions of potential elaborative or generative learning strategies called student knowledge links. This construct was assessed using the Student Knowledge Linking Instrument-Perceptions (SKLIP), a new learning inventory to measure late-elementary student perceptions of the creation of student knowledge links. After…

Technology Integration through Professional Learning Community

ERIC Educational Resources Information Center

Cifuentes, Lauren; Maxwell, Gerri; Bulu, Sanser

2011-01-01

We describe efforts to build a learning community to support technology integration in three rural school districts and the contributions of various program strategies toward teacher growth. The Stages of Adoption Inventory, classroom observations, the Questionnaire for Technology Integration, interviews, STAR evaluation surveys, a survey of…

Detecting and Reducing Science Teacher Candidate’s (STC) Misconception About Motion and Force By Using Force Concept Inventory (FCI) and problem Based Learning (PBL)

NASA Astrophysics Data System (ADS)

Oktarisa, Y.; Utami, I. S.; Denny, Y. R.

2017-02-01

This study has been done to 34 science teacher candidates of Teachers’ Training and Education Faculty of Sultan Ageng Tirtayasa University at their first year of study during 2015-2016 school years. This research focused on student’s misconception about motion and force and how Problem Based Learning (PBL) reducing it. Diagnostic test of misconception about motion and force has been detected by using Force Concept Inventory (FCI). FCI had been used in pretest and posttest, and to find the reducing of students’ misconception N-Gain pretest and posttest of each student had been calculated. Quasi experiment one group pretest and posttest had been used as the research method, and Problem Based Learning (PBL) used as the treatment of manipulation. After two weeks learning motion and force with PBL approach, N-gain which obtained prove that misconception about motion and force had been reducing.

The Effectiveness of Empowerment Program on Increasing Self-Esteem, Learned Resourcefulness, and Coping Ways in Women Exposed to Domestic Violence.

PubMed

Bahadir-Yilmaz, Emel; Öz, Fatma

2018-02-01

This study was conducted to assess the effectiveness of empowerment program on increasing self-esteem, learned resourcefulness, and coping ways in women exposed to domestic violence. This experimental study was conducted between October 2012 and June 2014 in the obstetrics and gynaecology departments of the Giresun Maternity Hospital, and at the Family Counseling Center (FCC) in Turkey. Sixty women who agreed to participate in the study were randomly assigned into two groups. Data were collected by the Coopersmith Self-Esteem Inventory (SEI), The Rosenbaum's Learned Resourcefulness Scale (RLRS), and the Ways of Coping Inventory (WCI). The assessment of the women before and after the empowerment program showed that women in the intervention group showed significant improvements in the SEI, RLRS, and WCI scores compared with controls. These results suggest that the empowerment program is an effective practice for increasing the levels of self-esteem, learned resourcefulness, and coping ways of women exposed to domestic violence.

Identifying a Common Set of Key Competences for Adult Learning Staff: An Inventory of European Practices

ERIC Educational Resources Information Center

Buiskool, Bert-Jan; Broek, Simon

2011-01-01

Professional development and improvement in the quality of adult learning staff has been recognized as a priority at a European level. However, at European and national levels there is no clear view on the standard competences needed to fulfill the professional tasks in adult learning. In some European countries competence profiles and standards…

A Cross-Cultural Analysis of the Patterns of Learning and Academic Performance of Spanish and Latin-American Undergraduates

ERIC Educational Resources Information Center

Martínez-Fernández, J. Reinaldo; Vermunt, Jan D.

2015-01-01

The aim of this study was to analyse and compare the learning patterns of higher education students from Spain and three Latin-American countries (Colombia, Mexico and Venezuela). For this purpose Vermunt's Inventory of Learning Styles (ILS) was translated into Spanish and tested. The participants were 456 undergraduates enrolled in a teacher…

Kolb's Learning Style Inventory-1985: Validity Issues and Relations with Metacognitive Knowledge about Problem-Solving Strategies

ERIC Educational Resources Information Center

Metallidou, Panayiota; Platsidou, Maria

2008-01-01

This study aimed at investigating: (a) the psychometric properties of Kolb's LSI-1985 in a Greek sample of pre-service and in-service teachers (N=338), (b) group differences in their learning styles and (c) possible relations between the participants' learning styles and their metacognitive knowledge about the frequency of using various…

Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course

ERIC Educational Resources Information Center

Moore, Tara; Shaffer, Suzanne C.

2017-01-01

Lifelong learning skills have been shown to benefit students during and after college. This paper discusses the use of the Effective Lifelong Learning Inventory (ELLI) in a first-year composition course. Reflective writing assignments and pre- and post-semester ELLI data were used to assess student growth as lifelong learners over the course of a…

Raising Aspiration and Widening Participation: Diversity, Science and Learning Styles in Context

ERIC Educational Resources Information Center

Ellis, R.; Allan, R.

2010-01-01

A recent report by Aimhigher has suggested that an understanding of learning styles can have a positive impact in terms of widening participation. However, in recent years there has been something of a backlash, in the UK at least, against the use of learning styles questionnaires and inventories in the classroom. This article explores this issue…

Augmented Reality, Virtual Reality and Their Effect on Learning Style in the Creative Design Process

ERIC Educational Resources Information Center

Chandrasekera, Tilanka; Yoon, So-Yeon

2018-01-01

Research has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Research has also suggested that there is a relationship between learner preference and creativity. This study uses the VARK learning styles inventory to assess students learning style then explores how this learning…

Effects of Learning Style and Training Method on Computer Attitude and Performance in World Wide Web Page Design Training.

ERIC Educational Resources Information Center

Chou, Huey-Wen; Wang, Yu-Fang

1999-01-01

Compares the effects of two training methods on computer attitude and performance in a World Wide Web page design program in a field experiment with high school students in Taiwan. Discusses individual differences, Kolb's Experiential Learning Theory and Learning Style Inventory, Computer Attitude Scale, and results of statistical analyses.…

Psychometric Properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An Inventory to Measure Higher Order Epistemological Development

ERIC Educational Resources Information Center

Kjellström, Sofia; Golino, Hudson; Hamer, Rebecca; Van Rossum, Erik Jan; Almers, Ellen

2016-01-01

Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this, we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ). In the current study the psychometric properties of the…

Talking and Learning Physics: Predicting Future Grades from Network Measures and Force Concept Inventory Pretest Scores

ERIC Educational Resources Information Center

Bruun, Jesper; Brewe, Eric

2013-01-01

The role of student interactions in learning situations is a foundation of sociocultural learning theory, and social network analysis can be used to quantify student relations. We discuss how self-reported student interactions can be viewed as processes of meaning making and use this to understand how quantitative measures that describe the…

Emission Inventory for PFOS in China: Review of Past Methodologies and Suggestions

PubMed Central

Lim, Theodore Chao; Wang, Bin; Huang, Jun; Deng, Shubo; Yu, Gang

2011-01-01

Perfluorooctane sulfonate (PFOS) is a persistent, bioaccumulative, and toxic chemical that has the potential for long-range transport in the environment. Its use in a wide variety of consumer products and industrial processes makes a detailed characterization of its emissions sources very challenging. These varied emissions sources all contribute to PFOS' existence within nearly all environmental media. Currently, China is the only country documented to still be producing PFOS, though there is no China PFOS emission inventory available. This study reviews the inventory methodologies for PFOS in other countries to suggest a China-specific methodology framework for a PFOS emission inventory. The suggested framework combines unknowns for PFOS-containing product penetration into the Chinese market with product lifecycle assumptions, centralizing these diverse sources into municipal sewage treatment plants. Releases from industrial sources can be quantified separately using another set of emission factors. Industrial sources likely to be relevant to the Chinese environment are identified. PMID:22125449

A basic recursion concept inventory

NASA Astrophysics Data System (ADS)

Hamouda, Sally; Edwards, Stephen H.; Elmongui, Hicham G.; Ernst, Jeremy V.; Shaffer, Clifford A.

2017-04-01

Recursion is both an important and a difficult topic for introductory Computer Science students. Students often develop misconceptions about the topic that need to be diagnosed and corrected. In this paper, we report on our initial attempts to develop a concept inventory that measures student misconceptions on basic recursion topics. We present a collection of misconceptions and difficulties encountered by students when learning introductory recursion as presented in a typical CS2 course. Based on this collection, a draft concept inventory in the form of a series of questions was developed and evaluated, with the question rubric tagged to the list of misconceptions and difficulties.

A Resource for Eliciting Student Alternative Conceptions: Examining the Adaptability of a Concept Inventory for Natural Selection at the Secondary School Level

ERIC Educational Resources Information Center

Lucero, Margaret M.; Petrosino, Anthony J.

2017-01-01

The Conceptual Inventory of Natural Selection (CINS) is an example of a research-based instrument that assesses conceptual understanding in an area that contains well-documented alternative conceptions. Much of the CINS's use and original validation has been relegated to undergraduate settings, but the information learned from student responses on…

Classification and Validation of Behavioral Subtypes of Learning-Disabled Children.

ERIC Educational Resources Information Center

Speece, Deborah L.; And Others

1985-01-01

Using the Classroom Behavior Inventory, teachers rated the behaviors of 63 school-identified, learning-disabled first and second graders. Hierarchical cluster analysis techniques identified seven distinct behavioral subtypes. Internal validation techniques indicated that the subtypes were replicable and had profile patterns different from a sample…

Background on Ammonia and EPA methods for key Ammonia (NH3) sectors in the NEI

EPA Science Inventory

Emissions Research for the National Emissions Inventory – 2017 NEI and Beyond Objective: Improve science of emissions sources that are associated with natural and physical processes in the environment. Include these improved emissions in the National Emissions Inventory (N...

Unravelling the complexities of nursing students' feedback on the clinical learning environment: a mixed methods approach.

PubMed

Salamonson, Yenna; Everett, Bronwyn; Halcomb, Elizabeth; Hutchinson, Marie; Jackson, Debra; Mannix, Judy; Peters, Kath; Weaver, Roslyn

2015-01-01

Clinical placement is an essential part of nursing education, and students' experiences on clinical placement can affect the quality of their learning. Understanding nursing students' positive and negative perceptions of clinical placement experience is therefore important. To describe nursing students' satisfaction with their clinical placement experiences and identify any variations in satisfaction based on demographic characteristics. Mixed methods - online survey with qualitative items. Four universities in Australia. Students (n=213) enrolled in an undergraduate nursing degree. Between 2010 and 2012, students completed online surveys following their clinical placement experiences. The surveys included demographic questions and the Clinical Learning Environment Inventory (CLEI-19), a 19-item tool measuring students' satisfaction with clinical placement. The surveys included two open-ended questions asking students to share their most satisfying and challenging experiences whilst on placement. Descriptive statistics and thematic analyses were undertaken. Of the 213 participants, those in health-related employment and those with English as an additional language (EAL) were less satisfied with the clinical facility and with clinical facilitator support respectively, as indicated by the CLEI-19 subscale scores. Qualitative findings showed students were positive about the opportunity to make a difference and be involved in nursing, and negative about clinical facilitator support. Nevertheless, those who were most critical in their written comments about their placement were those who only spoke English at home. Although the study found overall satisfaction with clinical placement, the lower satisfaction reported by students in health-related employment, and the mixed findings regarding language spoken and satisfaction, warrant further attention. Copyright © 2014 Elsevier Ltd. All rights reserved.

Clinical learning experiences of nursing students using an innovative clinical partnership model: A non-randomized controlled trial.

PubMed

Chan, Aileen W K; Tang, Fiona W K; Choi, Kai Chow; Liu, Ting; Taylor-Piliae, Ruth E

2018-06-05

Clinical practicum is a major learning component for pre-registration nursing students. Various clinical practicum models have been used to facilitate students' clinical learning experiences, employing both university-based and hospital-based clinical teachers. Considering the strengths and limitations of these clinical practicum models, along with nursing workforce shortages, we developed and tested an innovative clinical partnership model (CPM) in Hong Kong. To evaluate an innovative CPM among nursing students actual and preferred clinical learning environment, compared with a conventional facilitation model (CFM). A non-randomized controlled trial examining students' clinical experiences, comparing the CPM (supervised by hospital clinical teacher) with the CFM (supervised by university clinical teacher). One university in Hong Kong. Pre-registration nursing students (N = 331), including bachelor of nursing (n = 246 year three-BN) and masters-entry nursing (n = 85 year one-MNSP). Students were assigned to either the CPM (n = 48 BN plus n = 85 MNSP students) or the CFM (n = 198 BN students) for their clinical practice experiences in an acute medical-surgical ward. Clinical teachers supervised between 6 and 8 students at a time, during these clinical practicums (duration = 4-6 weeks). At the end of the clinical practicum, students were invited to complete the Clinical Learning Environment Inventory (CLEI). Analysis of covariance was used to compare groups; adjusted for age, gender and prior work experience. A total of 259 students (mean age = 22 years, 76% female, 81% prior work experience) completed the CLEI (78% response rate). Students had higher scores on preferred versus actual experiences, in all domains of the CLEI. CPM student experiences indicated a higher preferred task orientation (p = 0.004), while CFM student experiences indicated a higher actual (p < 0.001) and preferred individualization (p = 0.005). No significant differences were noted in the other domains. The CPM draws on the strengths of existing clinical learning models and provides complementary methods to facilitate clinical learning for pre-registration nursing students. Additional studies examining this CPM with longer duration of clinical practicum are recommended. Copyright © 2018 Elsevier Ltd. All rights reserved.

Planning the bioterrorism response supply chain: learn and live.

PubMed

Brandeau, Margaret L; Hutton, David W; Owens, Douglas K; Bravata, Dena M

2007-01-01

Responses to bioterrorism require rapid procurement and distribution of medical and pharmaceutical supplies, trained personnel, and information. Thus, they present significant logistical challenges. On the basis of a review of the manufacturing and service supply chain literature, the authors identified five supply chain strategies that can potentially increase the speed of response to a bioterrorism attack, reduce inventories, and save money: effective supply chain network design; effective inventory management; postponement of product customization and modularization of component parts; coordination of supply chain stakeholders and appropriate use of incentives; and effective information management. The authors describe how concepts learned from published evaluations of manufacturing and service supply chains, as well as lessons learned from responses to natural disasters, naturally occurring outbreaks, and the 2001 US anthrax attacks, can be applied to design, evaluate, and improve the bioterrorism response supply chain. Such lessons could also be applied to the response supply chains for disease outbreaks and natural and manmade disasters.

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

PubMed

Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

2013-09-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

PubMed Central

Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

2013-01-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

First-Year Student Motivations for Service-Learning: An Application of the Volunteer Functions Inventory

ERIC Educational Resources Information Center

Pearl, Andrew J.; Christensen, Robert K.

2017-01-01

This study extends a line of research focused on motivational factors that contribute to first-year students' reasons for engaging in service-learning. Among first-year students, altruistically-motivated students (Christensen, Stritch, Kellough, & Brewer, 2015) and minority students (Pearl & Christensen, 2016) were not only more…

Belonging: The Gateway to Global Learning for All Students

ERIC Educational Resources Information Center

Braskamp, David C.; Braskamp, Larry A.; Glass, Chris R.

2015-01-01

For several years, the authors have been analyzing data from the Global Perspective Inventory (GPI), a national survey that measures undergraduate students' ability to take a global perspective by examining cognitive, intrapersonal, and interpersonal dimensions of this key attribute of global learning. The survey also probes the frequency of…

Assessment and Intervention for Academic Task Attack Strategy Competencies

ERIC Educational Resources Information Center

Busse, R. T.; Lee, Charlene

2015-01-01

Many students who underachieve in schools may not be learning as effectively as they could. Direct assessments such as the Academic Competence Evaluation Scales (ACES), School Motivation and Learning Strategies Inventory (SMALSI), and the Academic Task Attack Checklist System (ATACS) can be used to evaluate students' knowledge and use of…

Teamwork Skills Assessment for Cooperative Learning

ERIC Educational Resources Information Center

Strom, Paris S.; Strom, Robert D.

2011-01-01

Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five…

Measuring University Students' Approaches to Learning Statistics: An Invariance Study

ERIC Educational Resources Information Center

Chiesi, Francesca; Primi, Caterina; Bilgin, Ayse Aysin; Lopez, Maria Virginia; del Carmen Fabrizio, Maria; Gozlu, Sitki; Tuan, Nguyen Minh

2016-01-01

The aim of the current study was to provide evidence that an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) was invariant across different languages and educational contexts in measuring university students' learning approaches to statistics. Data were collected on samples of university students attending…

Psychometric properties of a Chinese version of the Home Environment Measure for Motor Development.

PubMed

Hsieh, Yu-Hsin; Hwang, Ai-Wen; Liao, Hua-Fang; Chen, Pau-Chung; Hsieh, Wu-Shiun; Chu, Pei-Yi

2011-01-01

This study examined the psychometric properties of the Chinese version of the Affordance in the Home Environment for Motor Development - Toddler version (AHEMD-Toddler-C) for children developing typically (DT) or having motor delays (MD). This was a methodology study. Parent-child dyads with DT (n = 106, mean age of 27.9 months) and with MD (n = 45, 23.6 months) were enrolled. For test-retest reliability, parents completed AHEMD-Toddler-C twice within 2 weeks. For convergent validity, correlations were analysed between AHEMD-Toddler-C and Home Observation for Measurement of the Environment Inventory (HOME), and between AHEMD-Toddler-C and family variables. Test-retest reliabilities for AHEMD-Toddler-C were adequate except for Variety of Stimulation (VS) subscale. For convergent validity, the correlation coefficients between AHEMD and HOME were 0.44 (p <0.05). Two subscales of motor toys of AHEMD demonstrated convergent validity with Learning Material subscale of HOME and some family variables in children with MD. Inside Space subscale of AHEMD correlated with family variables. Outside Space (OS) subscale of AHEMD was not significantly correlated with HOME or family variables. AHEMD-Toddler-C is a new measure option to explore the relationships between home environment and motor development in Chinese-speaking countries. Nevertheless, VS and OS subscales should be used cautiously.

Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores.

PubMed

Kim, Roger H; Gilbert, Timothy; Ristig, Kyle; Chu, Quyen D

2013-09-01

As a consequence of surgical resident duty hour restrictions, there is a need for faculty to utilize novel teaching methods to convey information in a more efficient manner. The current paradigm of surgical training, which has not changed significantly since the time of Halsted, assumes that all residents assimilate information in a similar fashion. However, recent data has shown that learners have preferences for the ways in which they receive and process information. The VARK model categorizes learners as visual (V), aural (A), read/write (R), and kinesthetic (K). The VARK learning style preferences of surgical residents have not been previously evaluated. In this study, the preferred learning styles of general surgery residents were determined, along with faculty and resident perception of resident learning styles. In addition, we hypothesized that American Board of Surgery In-Training Exam (ABSITE) scores are associated with preference for a read/write (R) learning style. The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program. Responses on the inventory were scored to determine the preferred learning style for each resident. Faculty members were surveyed to determine their accuracy in identifying the preferred learning style of each resident. All residents were also surveyed to determine their accuracy in identifying their peers' VARK preferences. Resident ABSITE scores were examined for association with preferred learning styles. Twenty-nine residents completed the inventory. Most (18 of 29, 62%) had a multimodal preference, although more than a third (11 of 29, 38%) demonstrated a single-modality preference. Seventy-six percent of all residents (22 of 29) had some degree of kinesthetic (K) learning, while under 50% (14 of 29) were aural (A) learners. Although not significant, dominant (R) learners had the highest mean ABSITE scores. Faculty identified residents' learning styles accurately 41% of the time; more experienced faculty were better than less experienced ones (R(2) = 0.703, P = 0.018). Residents had similar accuracy to faculty in identifying their peers' learning styles. Chief residents were more accurate than junior residents (44% versus 28%, P = 0.009). Most general surgery residents have a multimodal learning preference. Faculty members are relatively inaccurate at identifying residents' preferred learning styles; however, there is a strong correlation between years of faculty experience and accuracy. Chief residents are more accurate than junior residents at learning style identification. Higher mean ABSITE scores may be a reflection of a dominant read/write learning style. Copyright © 2013 Elsevier Inc. All rights reserved.

Influence of Out-of-School Experiences and Learning Styles on Interest in Biology, Chemistry and Physics among Higher Secondary Boys and Girls in Kerala

ERIC Educational Resources Information Center

Gafoor, K. Abdul

2017-01-01

Adopting an experiential learning explanation for varying student interest in the three sciences, out-of-school experience questionnaire, scale of interest in science and Kolb's learning style inventory were administered on 775 higher secondary students in Kerala. Despite their similar achievement levels, boys had higher interest in physics, and…

The HOME Inventory and Family Demographics.

ERIC Educational Resources Information Center

Bradley, Robert H.; Caldwell, Bettye M.

1984-01-01

Examines the relation between the Home Observation for Measurement of Environment (HOME) Inventory and sex, race, socioeconomic status, the amount of crowding in the home, and birth order. Performs multivariate analysis of covariance on an intact family sample using HOME subscales as criterion measures and status and structural variables as…

Teach with Databases: Toxics Release Inventory. [Multimedia].

ERIC Educational Resources Information Center

Barracato, Jay; Spooner, Barbara

This curriculum unit provides students with real world applications of science as it pertains to toxic releases into the environment. This boxed package contains the Toxics Release Inventory (TRI) Teacher's Guide, TRI Database Basics guide, comprehensive TRI compact disk with user's guide, "Getting Started: A Guide to Bringing Environmental…

Depression and Suicidal Ideation in Early Adolescents.

ERIC Educational Resources Information Center

Friedrich, William; And Others

1982-01-01

A sample of 132 junior high school students completed a biographical data sheet, short forms of the Beck Depression Inventory, a Sensation-Seeking Scale, the Family Environment Scale, a social support index, and a life stress inventory, to determine to what extent depression in young adolescents could be predicted. (Author/PN)

The Environmental Response Inventory in Application

ERIC Educational Resources Information Center

McKechnie, George E.

1977-01-01

A rationale for the Environmental Response Inventory (ERI) a multiscale measure of environmental dispositions, is presented. Details of the development of the instrument are outlined, and a description of the scales is provided. Applications of the ERI to various areas of research in man-environment relations are reviewed. (Editors/BT)

Defining Characteristics of Creative Women

ERIC Educational Resources Information Center

Bender, Sarah White; Nibbelink, BradyLeigh; Towner-Thyrum, Elizabeth; Vredenburg, Debra

2013-01-01

This study was an effort to identify correlates of creativity in women. A sample of 447 college students were given the picture completion subtest of the Torrance Test of Creative Thinking, the "How Do You Think Test," the Revised NEO Personality Inventory, the Multidimensional Self-Esteem Inventory, the Family Environment Scale, and the…

Techniques for inventorying manmade impacts in roadway environments.

Treesearch

Dale R. Potter; J. Alan. Wagar

1971-01-01

Four techniques for inventorying manmade impacts along roadway corridors were devised and compared. Ground surveillance and ground photography techniques recorded impacts within the corridor visible from the road. Techniques on large- and small-scale aerial photography recorded impacts within a more complete corridor that included areas screened from the road by...

Surgical resident learning styles have changed with work hours.

PubMed

Quillin, Ralph C; Cortez, Alexander R; Pritts, Timothy A; Hanseman, Dennis J; Edwards, Michael J; Davis, Bradley R

2016-01-01

The Accreditation Council for Graduate Medical Education instituted the 80-h workweek for residency programs in 2003. This presented a unique challenge for surgery residents who must acquire a medical and technical knowledge base during training. Therefore, learning should be delivered in an environment congruent with an individual's learning style. In this study, we evaluated the learning styles of general surgery residents to determine how learning styles changed after the implementation to the 80-h workweek. Kolb learning style inventory was taken by general surgery residents at the University of Cincinnati's Department of Surgery, and results from 1999-2012 were analyzed. Statistical analysis was performed using the chi-squared, logistic regression and Wilcoxon rank-sum test. Significance was defined as a P value of <0.05. A total of 411 responses were obtained from 115 residents. Surgical residents were primarily converging (59.0%) and assimilating (19.1%) learners before 2003. However, there was a shift in predominate learning styles after the institution of the 80-h workweek to converging (43.9%) and accommodating (40.4%, P < 0.001). Surgical residents were also more likely to be team-based learners after the start of the 80-h workweek (odds ratio = 2.13, P = 0.0016). After the institution of the 80-h workweek, most general surgery residents remained action-based learners. However, there was a shift within this majority toward a preference for team-based learning. This change paralleled the transition to a more team-based approach to patient care with the implementation of the 80-h workweek. These findings are important for surgical educators to consider in the development of surgical resident curriculum. Copyright © 2016 Elsevier Inc. All rights reserved.

Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Perceived learning needs of Syrian patients postcoronary artery bypass graft surgery.

PubMed

Omari, Ferdous; Al-Zaru, Ibtisam; Al-Yousef, Rasha H

2014-06-01

To describe the perceived learning needs of Syrian patients who underwent coronary artery bypass graft surgery before hospital discharge and to examine the differences in the mean scores of the categories (subscales) of the modified Cardiac Patients Learning Needs Inventory according to the demographic characteristics of the participants. Knowledge about the learning needs of patients who underwent coronary artery bypass graft surgery can help nurses in coronary care units to provide them with the information that they need. This might improve their quality of life through decreasing complications, length of stay in the hospital and hospital readmissions. A descriptive design was used for this study. A convenience sample of 135 patients participated in this study and completed the demographic form and the modified Cardiac Patients Learning Needs Inventory. Information about chest and leg wound care, complications, medication and physical activity was the most important learning needs. There were significant differences between patients' perceptions of learning needs and their age, chronic illnesses and their working status. Syrian patients who underwent coronary artery bypass graft surgery were able to identify their learning needs that should be the focus of nursing practice. Meeting the needs of patients who underwent coronary artery bypass graft surgery should be emphasised in nursing practice. Meeting these needs might enhance their self-care behaviours. © 2013 John Wiley & Sons Ltd.

Inventory of Academic Programs. Volume Three. Public Junior and Community Colleges, Regional Technical Institute. A Planning Document of the Alabama Commission on Higher Education.

ERIC Educational Resources Information Center

Alabama State Commission on Higher Education, Montgomery.

An inventory of academic programs offered for credit and learning to an academic award offered by Alabama's public junior and community colleges and by the Regional Technical Institute as of June 1, 1985, is presented. For each college and program, charts indicate program titles, levels of degrees offered, and accreditation status. Included are…

75 FR 45660 - Notice of Inventory Completion: Tennessee Department of Environment and Conservation, Division of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-03

... Department of Environment and Conservation, Division of Archaeology, Nashville, TN AGENCY: National Park... and associated funerary objects in the possession of the Tennessee Department of Environment and... assessment of the human remains was made by the Tennessee Department of Environment and Conservation...

Reconceptualizing the motive/environment link in recreation choice behavior

Treesearch

Richard Schreyer; Richard C. Knopf; Daniel R. Williams

1985-01-01

Effective inventory, management, and planning for recreation resources depend upon knowing why persons choose certain environments to attain specific goals, and what elements in those environments facilitate goal-attainment. Research focused on relating motives for participation to specific components in the environment has had only limited success. This paper proposes...

Metacognitive components in smart learning environment

NASA Astrophysics Data System (ADS)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

A hybrid genetic-simulated annealing algorithm for the location-inventory-routing problem considering returns under e-supply chain environment.

PubMed

Li, Yanhui; Guo, Hao; Wang, Lin; Fu, Jing

2013-01-01

Facility location, inventory control, and vehicle routes scheduling are critical and highly related problems in the design of logistics system for e-business. Meanwhile, the return ratio in Internet sales was significantly higher than in the traditional business. Many of returned merchandise have no quality defects, which can reenter sales channels just after a simple repackaging process. Focusing on the existing problem in e-commerce logistics system, we formulate a location-inventory-routing problem model with no quality defects returns. To solve this NP-hard problem, an effective hybrid genetic simulated annealing algorithm (HGSAA) is proposed. Results of numerical examples show that HGSAA outperforms GA on computing time, optimal solution, and computing stability. The proposed model is very useful to help managers make the right decisions under e-supply chain environment.

Green house emissions, inventories and evaluation of marine environment visa vis offshore oil field development activities Bombay high (west coast) upstream petroleum sector, India

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

Sharma, J.S.; Ahmed, S.; Negi, C.V.S.

1996-12-31

Wide use of petroleum products contributes significant amount of emission to the global environment and hence maintaining emission inventories are of great importance while assessing the global green house emissions. The present paper describes a brief account of green house emission and inventories for CO{sub 2}, CO, NO{sub x}, HC particulate and SO{sub 2} emissions generated due to upstream petroleum sector activities viz. discharges of gaseous emission, combustion of Natural Gas anti HSD from production and drilling facilities of Bombay offshore area located in Exclusive Economic Zone (EEZ) west coast of India. Besides, authors have also given an account onmore » west coast marine base line status including impact of oil field activities on marine ecosystem.« less

The Effects of Divorce and Maternal Employment on the Home Environments of Preschool Children.

ERIC Educational Resources Information Center

MacKinnon, Carol E.; And Others

1982-01-01

The Home Observation for Measurement of the Environment Inventory and the Rheingold and Cook Checklist were respectively used to assess the home environments of children whose mothers were married/working, married/nonworking, or divorced/working. (Author/MP)

Anthropogenic SO{sub 2}/NO{sub x} committee--current status

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

Benkovitz, C.M.

1993-04-01

Current activities of the Anthropogenic SO{sub 2}/NO{sub x} Committee center around the compilation of Version 1 of the GEIA inventories. These inventories will be based on the GEIA-specified 1{degrees} by 1{degrees} grid (lower left corner at 180{degrees}W/90{degrees}S, west to east and south to north), reflect 1985 emissions and consist of two data sets: Version 1A inventories with annual emissions at one level and Version 1B inventories with seasonal emissions, two vertical levels (defined at 100 m) and sectoral split information. The basic information used for both versions of the GEIA inventories will be identical; i.e., emissions totals across both inventoriesmore » will be the same. Work is being carried out in two complementary working groups; Carmen Benkovitz, Brookhaven National Laboratory, Upton, NY, USA heads the work on the annual inventory, Eva Voldner, Atmospheric Environment Services, Canada and Trevor Scholtz, ORTECH International, Canada, head the work on the seasonal inventory.« less

The Overall Relationships between the Use of English Language Learning Strategies and Personality Traits among the Female University Level Learners of English Language as a University Major

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2012-01-01

The current study aims to explore the overall relationships between use of English language learning strategies and personality traits of the female university level learners of English language as a university major. Four instruments were used, which were Adapted Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background…

Paradigm Shift or Business as Usual: The Reception and Implementation of the BYU-Idaho Learning Model by Faculty Members--A Mixed Methods Study

ERIC Educational Resources Information Center

Thurgood, Larry L.

2010-01-01

A mixed methods study examined how a newly developed campus-wide framework for learning and teaching, called the Learning Model, was accepted and embraced by faculty members at Brigham Young University-Idaho from September 2007 to January 2009. Data from two administrations of the Approaches to Teaching Inventory showed that (a) faculty members…

Some Results of Weak Anticipative Concept Applied in Simulation Based Decision Support in Enterprise

NASA Astrophysics Data System (ADS)

Kljajić, Miroljub; Kofjač, Davorin; Kljajić Borštnar, Mirjana; Škraba, Andrej

2010-11-01

The simulation models are used as for decision support and learning in enterprises and in schools. Tree cases of successful applications demonstrate usefulness of weak anticipative information. Job shop scheduling production with makespan criterion presents a real case customized flexible furniture production optimization. The genetic algorithm for job shop scheduling optimization is presented. Simulation based inventory control for products with stochastic lead time and demand describes inventory optimization for products with stochastic lead time and demand. Dynamic programming and fuzzy control algorithms reduce the total cost without producing stock-outs in most cases. Values of decision making information based on simulation were discussed too. All two cases will be discussed from optimization, modeling and learning point of view.

Learning Style as a Predictor of First-Time NCLEX-RN Success: Implications for Nurse Educators.

PubMed

Lown, Susan G; Hawkins, Lee Ann

Improving NCLEX-RN® pass rates remains a priority for nursing programs. Many programs collect learning style inventory data, yet few studies have looked at relationships between these data and NCLEX-RN pass/fail rates. Learning style preferences (visual, auditory, tactile, individual, group) and NCLEX pass/fail results were examined for 532 undergraduates in a Midwestern university. A significant correlation between preference for group learning and failure of the NCLEX was found (χ = 5.99, P = .05).

Demographic Factors, Personality, and Ability as Predictors of Learning Approaches

ERIC Educational Resources Information Center

Xie, Qiuzhi; Zhang, Li-fang

2015-01-01

This study investigated the extent to which learning approaches can be accounted for by personal factors (i.e., demographics, ability, and personality). The participants were 443 students in a university in mainland China. The Revised Two-factor Study Process Questionnaire, the NEO Five-Factor Inventory-3, and the short form of Raven's Advanced…

Assessment for Student Improvement: Understanding Hong Kong Teachers' Conceptions and Practices of Assessment

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Kennedy, Kerry J.; Fok, Ping Kwan; Chan, Jacqueline Kin Sang; Yu, Wai Ming

2009-01-01

Hong Kong is seeking to increase the use of "assessment for learning" rather than rely on "assessment of learning" through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment…

Secrets for Secondary School Teachers: How To Succeed in Your First Year.

ERIC Educational Resources Information Center

Kottler, Ellen; Kottler, Jeffrey A.; Kottler, Cary J.

This book presents practical strategies to help secondary teachers succeed in their first year of teaching. The 16 chapters include the following: (1) Learning Your Way Around the School (getting oriented, making friends, learning rules and traditions, meeting others); (2) Organizing Your Room (taking inventory and assessing flow, movement, space,…

Title III: Curricular Development for Secondary Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

Goodman, Libby

Presented is the final report of a 2-year project to develop an examplary model classroom program and curriculum for the secondary learning disabled student. Section I consists of completed forms entitled Project Completion Report, Termination Report, and Equipment Inventory. Outlined in Section II is information on the following project…

Latest Evidence on the National Staff Development Council's Standards Assessment Inventory. Research Brief

ERIC Educational Resources Information Center

Vaden-Kiernan, Michael; Jones, Debra Hughes; McCann, Erin

2009-01-01

The National Staff Development Council (NSDC), a private, nonprofit association, has outlined high standards for educator professional learning. One demonstration of NSDC's commitment to the goal of ensuring all schools support and use high standards for professional learning is the organization's investment in developing an instrument to assess…

Aging Memory Is "Not" a Limiting Factor for Lifelong Learning

ERIC Educational Resources Information Center

Lalovic, Dejan; Gvozdenovic, Vasilije

2015-01-01

Efficient memory is one of the necessary cognitive potentials required for virtually every form of lifelong learning. In this contribution we first briefly review and summarize state of the art of knowledge on memory and related cognitive functions in normal aging. Then we critically discuss a relatively short inventory of clinical, psychometric,…

Academic Competence and Social Adjustment of Boys with Learning Disabilities and Boys with Behavior Disorders.

ERIC Educational Resources Information Center

Margalit, Malka

1989-01-01

Comparison of 31 elementary grade boys with learning disabilities and 52 boys with behavior disorders who either did or did not also display hyperactive behavior found significant differences between groups on the Classroom Behavior Inventory in three areas: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus…

Strategy Inventory for Language Learning-ELL Student Form: Testing for Factorial Validity

ERIC Educational Resources Information Center

Ardasheva, Yuliya; Tretter, Thomas R.

2013-01-01

As the school-aged English language learner (ELL) population continues to grow in the United States and other English-speaking countries, psychometrically sound instruments to measure their language learning strategies (LLS) become ever more critical. This study adapted and validated an adult-oriented measure of LLS (50-item "Strategy…

A Nitrogen Inventory of Major Water Regions Across the USA as a Benchmark for Future Progress in Mitigating Nitrogen Pollution

NASA Astrophysics Data System (ADS)

Boyer, E. W.; Galloway, J. N.; Alexander, R. B.

2012-12-01

We present a contemporary inventory of reactive nitrogen (Nr) inputs and, air, and surface waters throughout major water regions in the United States. Inputs of Nr to the nation and the world have been increasing, largely due to human activities associated with food production and energy consumption via the combustion of fossil fuels and biofuels. Despite the obvious essential benefits of a plentiful supply of food and energy, the adverse consequences associated with the accumulation of Nr in the environment are large. Most of the Nr created by anthropogenic activities is released to the environment, often with unintended negative consequences. The greater the inputs of Nr to the landscape, the greater the potential for negative effects, caused by greenhouse gas production, ground level ozone, acid deposition, and Nr overload that can contribute to climate change, degradation of soils and vegetation, acidification of surface waters, coastal eutrophication, hypoxia and habitat loss. Here, we present a consistent accounting method for quantifying Nr sources and transport that was used in our inventory, and discuss associated data needs for tallying Nr inputs at regional scales. The inventory is a necessary tool for exploring the role of Nr contributed to the environment from various sources (e.g., from fertilizers, manure, biological fixation, human waste, atmospheric deposition) and from various industrial sectors (e.g., from agriculture, transportation, electricity generation). Agriculture and use of fertilizers to produce food, feed, and fiber (including bioenergy and biological nitrogen fixation) and combustion of fossil fuels are the largest sources of Nr released into the environment in the USA. Our inventory can be used as a benchmark of the current Nr situation against which future progress can be assessed in varying regions of the country, amidst changing Nr inputs and implementation of policy and management strategies to mitigate Nr pollution.

A contemporary national nitrogen inventory as a benchmark for future progress in mitigating nitrogen pollution in the USA

NASA Astrophysics Data System (ADS)

Boyer, E. W.; Galloway, J. N.; Theis, T.; Alexander, R. B.

2011-12-01

We present a contemporary inventory of reactive nitrogen (Nr) inputs to land, air, and water in the United States. Inputs of Nr to the nation and the world have been increasing, largely due to human activities associated with food production and energy consumption via the combustion of fossil fuels and biofuels. Despite the obvious essential benefits of a plentiful supply of food and energy, the adverse consequences associated with the accumulation of Nr in the environment are large. Most of the Nr created by anthropogenic activities is released to the environment, often with unintended negative consequences. The greater the inputs of Nr to the landscape, the greater the potential for negative effects, caused by greenhouse gas production, ground level ozone, acid deposition, and Nr overload that can contribute to climate change, degradation of soils and vegetation, acidification of surface waters, coastal eutrophication, hypoxia and habitat loss. Here, we present a consistent accounting method for quantifying Nr sources and transport that was used in our inventory, and discuss associated data needs for tallying Nr inputs at regional scales. The inventory is a necessary tool for exploring the role of Nr contributed to the environment from various sources (e.g., from fertilizers, manure, biological fixation, human waste, atmospheric deposition) and from various industrial sectors (e.g., from agriculture, transportation, electricity generation). Agriculture and use of fertilizers to produce food, feed, and fiber (including bioenergy and biological nitrogen fixation) and combustion of fossil fuels are the largest sources of Nr released into the environment in the USA. Our inventory is currently being used by the U.S. Environmental Protection Agency as a benchmark of the current Nr situation against which future progress can be assessed -- amidst changing Nr inputs and implementation of policy and management strategies to mitigate Nr pollution.

Implementing Unconventional Virtual Environments for Enhancing Creativity in Architecture Pedagogy

ERIC Educational Resources Information Center

Hakak, Alireza Mahdizadeh; Biloria, Nimish; Rahimi, Mozhgan Raouf

2012-01-01

What can be extracted as a common definition amongst near 100 different definitions of creativity according to different disciplines is: Creativity is a new combination of what you have in your inventory of experiences + intuition. It can be considered that expanding the inventory of experiences can gradually help in novel combination of…

Psychometric Properties of the HOME Inventory Using Rasch Analysis

ERIC Educational Resources Information Center

Glad, Johan; Kottorp, Anders; Jergeby, Ulla; Gustafsson, Carina; Sonnander, Karin

2014-01-01

Objectives: The aim of this pilot study was to explore psychometric properties of two versions of the Home Observation for Measurement of the Environment Inventory in a Swedish social service sample. Method: Social workers employed at 22 Swedish child protections agencies participated in the data collection. Both classic test theory approaches and…

The Effects of Institutional Culture on Study Strategies of Hispanic Students as Measured by the "Inventario de Comportamiento de Estudio": The Spanish Version of the "Study Behavior Inventory."

ERIC Educational Resources Information Center

Bliss, Leonard B.; Sandiford, Janice R.

The study behaviors of Spanish-speaking students at a large two-year public college in the United States were studied using the Inventario de Comportamiento de Estudio (ECI) (L. Bliss, D. Vinay, and F. Koenigner), the Spanish version of the Learning and Study Strategies Inventory (C. Weinstein, 1987). Behaviors of these students were compared with…

Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

PubMed

Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

2017-12-04

Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

Findings from a study of aspiring nursing student leaders.

PubMed

Waite, Roberta; McKinney, Nicole S

2015-12-01

Transformational leadership skills are critical to operate effectively in today's healthcare environment. Prelicensure nurses do not often practice these skills in a meaningful way during their undergraduate educational experience. This paper describes quantitative pre-post findings from the Kouzes and Posner Student Leadership Practices Inventory to examine students' leadership attributes pre-post engagement in an 18 month undergraduate leadership program. This is a non-experimental convenience study that used a quantitative pre-post survey design collecting data from participants and observers using the 360 Kouzes and Posner Student Leadership Practices Inventory. A private university in the northeastern region of the United States. Fourteen junior level nursing students who concurrently participated in a leadership program while concurrently completing their required academic courses for their bachelor's degree in nursing. Paired sample t-tests were used to determine if there was statistical significance among student participants' and observers' perceptions of specific leadership behaviors and skills of students at the onset (pretest) and at the conclusion (posttest) of the leadership program. Participant and observer scores were positively correlated and statistical significance was identified in several practice areas. It is important to integrate transformation leadership skills into undergraduate curriculum since it supports students' engagement in their own learning and instills foundational knowledge critical to their leadership trajectory. Copyright © 2015 Elsevier Ltd. All rights reserved.

Relationship among Medical Student Resilience, Educational Environment and Quality of Life.

PubMed

Tempski, Patricia; Santos, Itamar S; Mayer, Fernanda B; Enns, Sylvia C; Perotta, Bruno; Paro, Helena B M S; Gannam, Silmar; Peleias, Munique; Garcia, Vera Lucia; Baldassin, Sergio; Guimaraes, Katia B; Silva, Nilson R; da Cruz, Emirene M T Navarro; Tofoli, Luis F; Silveira, Paulo S P; Martins, Milton A

2015-01-01

Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students. We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire - short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI). Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements. Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.

Development of the Biological Experimental Design Concept Inventory (BEDCI)

PubMed Central

Deane, Thomas; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

2014-01-01

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non–expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non–expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non–expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines. PMID:25185236

Assessing learning in small sized physics courses

NASA Astrophysics Data System (ADS)

Ene, Emanuela; Ackerson, Bruce J.

2018-01-01

We describe the construction, validation, and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom's revised taxonomy. The primary challenge comes from the low number of test takers. We describe the Rasch modeling analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration.

Learning dominance relations in combinatorial search problems

NASA Technical Reports Server (NTRS)

Yu, Chee-Fen; Wah, Benjamin W.

1988-01-01

Dominance relations commonly are used to prune unnecessary nodes in search graphs, but they are problem-dependent and cannot be derived by a general procedure. The authors identify machine learning of dominance relations and the applicable learning mechanisms. A study of learning dominance relations using learning by experimentation is described. This system has been able to learn dominance relations for the 0/1-knapsack problem, an inventory problem, the reliability-by-replication problem, the two-machine flow shop problem, a number of single-machine scheduling problems, and a two-machine scheduling problem. It is considered that the same methodology can be extended to learn dominance relations in general.

Development, Validation, and Application of the Microbiology Concept Inventory †

PubMed Central

Paustian, Timothy D.; Briggs, Amy G.; Brennan, Robert E.; Boury, Nancy; Buchner, John; Harris, Shannon; Horak, Rachel E. A.; Hughes, Lee E.; Katz-Amburn, D. Sue; Massimelli, Maria J.; McDonald, Ann H.; Primm, Todd P.; Smith, Ann C.; Stevens, Ann M.; Yung, Sunny B.

2017-01-01

If we are to teach effectively, tools are needed to measure student learning. A widely used method for quickly measuring student understanding of core concepts in a discipline is the concept inventory (CI). Using the American Society for Microbiology Curriculum Guidelines (ASMCG) for microbiology, faculty from 11 academic institutions created and validated a new microbiology concept inventory (MCI). The MCI was developed in three phases. In phase one, learning outcomes and fundamental statements from the ASMCG were used to create T/F questions coupled with open responses. In phase two, the 743 responses to MCI 1.0 were examined to find the most common misconceptions, which were used to create distractors for multiple-choice questions. MCI 2.0 was then administered to 1,043 students. The responses of these students were used to create MCI 3.0, a 23-question CI that measures students’ understanding of all 27 fundamental statements. MCI 3.0 was found to be reliable, with a Cronbach’s alpha score of 0.705 and Ferguson’s delta of 0.97. Test item analysis demonstrated good validity and discriminatory power as judged by item difficulty, item discrimination, and point-biserial correlation coefficient. Comparison of pre- and posttest scores showed that microbiology students at 10 institutions showed an increase in understanding of concepts after instruction, except for questions probing metabolism (average normalized learning gain was 0.15). The MCI will enable quantitative analysis of student learning gains in understanding microbiology, help to identify misconceptions, and point toward areas where efforts should be made to develop teaching approaches to overcome them. PMID:29854042

An Inventory of Civic Programs and Practices

ERIC Educational Resources Information Center

Kisker, Carrie B.

2016-01-01

This chapter describes the ways in which civic learning and democratic engagement are incorporated into community colleges' missions and strategic plans, professional development, curricula, and extracurricular programming.

Application of queuing theory in inventory systems with substitution flexibility

NASA Astrophysics Data System (ADS)

Seyedhoseini, S. M.; Rashid, Reza; Kamalpour, Iman; Zangeneh, Erfan

2015-03-01

Considering the competition in today's business environment, tactical planning of a supply chain becomes more complex than before. In many multi-product inventory systems, substitution flexibility can improve profits. This paper aims to prepare a comprehensive substitution inventory model, where an inventory system with two substitute products with ignorable lead time has been considered, and effects of simultaneous ordering have been examined. In this paper, demands of customers for both of the products have been regarded as stochastic parameters, and queuing theory has been used to construct a mathematical model. The model has been coded by C++, and it has been analyzed due to a real example, where the results indicate efficiency of proposed model.

Updated emission inventories of power plants in simulating air quality during haze periods over East China

NASA Astrophysics Data System (ADS)

Zhang, Lei; Zhao, Tianliang; Gong, Sunling; Kong, Shaofei; Tang, Lili; Liu, Duanyang; Wang, Yongwei; Jin, Lianji; Shan, Yunpeng; Tan, Chenghao; Zhang, Yingjie; Guo, Xiaomei

2018-02-01

Air pollutant emissions play a determinant role in deteriorating air quality. However, an uncertainty in emission inventories is still the key problem for modeling air pollution. In this study, an updated emission inventory of coal-fired power plants (UEIPP) based on online monitoring data in Jiangsu Province of East China for the year of 2012 was implemented in the widely used Multi-resolution Emission Inventory for China (MEIC). By employing the Weather Research and Forecasting model with Chemistry (WRF-Chem), two simulation experiments were executed to assess the atmospheric environment change by using the original MEIC emission inventory and the MEIC inventory with the UEIPP. A synthetic analysis shows that power plant emissions of PM2.5, PM10, SO2, and NOx were lower, and CO, black carbon (BC), organic carbon (OC) and NMVOCs (non-methane volatile organic compounds) were higher in UEIPP relative to those in MEIC, reflecting a large discrepancy in the power plant emissions over East China. In accordance with the changes in UEIPP, the modeled concentrations were reduced for SO2 and NO2, and increased for most areas of primary OC, BC, and CO. Interestingly, when the UEIPP was used, the atmospheric oxidizing capacity significantly reinforced. This was reflected by increased oxidizing agents, e.g., O3 and OH, thus directly strengthening the chemical production from SO2 and NOx to sulfate and nitrate, respectively, which offset the reduction of primary PM2.5 emissions especially on haze days. This study indicates the importance of updating air pollutant emission inventories in simulating the complex atmospheric environment changes with implications on air quality and environmental changes.

The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula.

PubMed

Van der Veken, J; Valcke, M; Muijtjens, A; De Maeseneer, J; Derese, A

2008-01-01

Introducing innovative curricular designs can be evaluating by scrutinizing the learning patterns students use. Studying the potential of Vermunt's Inventory of Learning Styles (ILS) in detecting differences in student learning patterns in different medical curricula. Cross-sectional between-subjects comparison of ILS-scores in third-year medical students in a conventional, an integrated contextual and a PBL-curriculum using one-way post hoc ANOVA. Response rate was 85%: 197 conventional, 130 integrated contextual and 301 PBL students. The results show a differential impact from the three curricula. In relation to processing strategies, the students in the problem-based curriculum showed less rote learning and rehearsing, greater variety in sources of knowledge used and less ability to express study content in a personal manner than did the students in the conventional curriculum. The students of the integrated contextual curriculum showed more structuring of subject matter by integrating different aspects into a whole. In relation to regulation strategies, the students in the problem-based curriculum showed significantly more self-regulation of learning content and the students in the integrated contextual curriculum showed lower levels of regulation. As to learning orientations, the students in the problem-based curriculum showed less ambivalence and the students of the conventional curriculum were less vocationally oriented. The study provides empirical support for expected effects of traditional and innovative curricula which thus far were not well supported by empirical studies.

[The influence of phychological features and learning styles on the academic performance of medical students].

PubMed

Bitran, Marcela; Lafuente, Montserrat; Zúñiga, Denisse; Viviani, Paola; Mena, Beltrán

2004-09-01

The degree of difficulty we experience while learning different concepts and skills depends, among other things, on our psychological features and learning style. This may be particularly true for medical students, whose formation involves the acquisition of multiple cognitive, affective and psychomotor skills. To assess whether the psychological features and learning styles of medical students are associated with their academic performance. The psychological preferences and learning styles of 66 students of the 2001-graduating cohort were determined with the Myers Briggs Type Inventory (MBTI) and the Kolb Learning Style Inventory (LSI), respectively. The academic performance was assessed by the Calificación Médica Nacional (CMN), Chile and by the marks obtained during the Basic (1st to 3rd), Preclinical (4th and 5th) and Clinical (6th and 7th) years of undergraduate training. The psychological features, together with the sex of students were found to be associated with the performance in the Preclinical and Clinical years, and to the CMN. In men, the interest and ability to communicate with people and the concern for harmony, and in women the tendency to function in a systematic and orderly way are the features associated to high academic performance. No associations were found between learning styles and academic performance. The finding that the psychological preferences of medical students are relevent to their academic performance opens a new perspective to analyze the medical education and to design programs aimed at improving learning.

Psychometric Principles in Measurement for Geoscience Education Research: A Climate Change Example

NASA Astrophysics Data System (ADS)

Libarkin, J. C.; Gold, A. U.; Harris, S. E.; McNeal, K.; Bowles, R.

2015-12-01

Understanding learning in geoscience classrooms requires that we use valid and reliable instruments aligned with intended learning outcomes. Nearly one hundred instruments assessing conceptual understanding in undergraduate science and engineering classrooms (often called concept inventories) have been published and are actively being used to investigate learning. The techniques used to develop these instruments vary widely, often with little attention to psychometric principles of measurement. This paper will discuss the importance of using psychometric principles to design, evaluate, and revise research instruments, with particular attention to the validity and reliability steps that must be undertaken to ensure that research instruments are providing meaningful measurement. An example from a climate change inventory developed by the authors will be used to exemplify the importance of validity and reliability, including the value of item response theory for instrument development. A 24-item instrument was developed based on published items, conceptions research, and instructor experience. Rasch analysis of over 1000 responses provided evidence for the removal of 5 items for misfit and one item for potential bias as measured via differential item functioning. The resulting 18-item instrument can be considered a valid and reliable measure based on pre- and post-implementation metrics. Consideration of the relationship between respondent demographics and concept inventory scores provides unique insight into the relationship between gender, religiosity, values and climate change understanding.

Group dynamic and its effect on classroom climate, achievement, and time in lab in the organic chemistry laboratory classroom

NASA Astrophysics Data System (ADS)

Hall, Rachael S.

Despite the many studies on the benefits of cooperative learning, there is surprising little research into how the classroom as a whole changes when these cooperative groups are reassigned. In one section of CHEM 3011 in Fall 2013, students were allowed to pick their partner and kept the same partner all semester. In another section during the same semester, students were assigned a different partner for every wet lab and were allowed to pick their partners during the computer simulation labs. The students in both sections were given the "preferred" version of the Science Laboratory Environment Inventory (SLEI) at the beginning of the semester to elicit student preferences for the class environment, and the "actual" version of the SLEI and the Class Life Instrument at the end of the semester to determine what actually occurred during the semester. The students' interactions were recorded using an observational instrument developed specifically for this project. The students' responses to surveys, interactions, grades, and time in lab were analyzed for differences between the two sections. The results of this study will be discussed.