The Socio-Materiality of Learning Practices and Implications for the Field of Learning Technology

ERIC Educational Resources Information Center

Johri, Aditya

2011-01-01

Although the use of digital information technologies in education has become commonplace, there are few, if any, central guiding frameworks or theories that explicate the relationship between technology and learning practices. In this paper, I argue that such a theoretical framework can assist scholars and practitioners alike by working as a…

Reflective practice and its implications for pharmacy education.

PubMed

Tsingos, Cherie; Bosnic-Anticevich, Sinthia; Smith, Lorraine

2014-02-12

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.(1-2) Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

Reflective Practice and Its Implications for Pharmacy Education

PubMed Central

Bosnic-Anticevich, Sinthia; Smith, Lorraine

2014-01-01

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.1-2 Reflective practice activities encourage learning from the student’s own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education. PMID:24558286

Reciprocal Learning in Partnership Practice: An Exploratory Study of a Home Visiting Program for Mothers with Depression

ERIC Educational Resources Information Center

Fowler, Cathrine; Dunston, Roger; Lee, Alison; Rossiter, Chris; McKenzie, Jo

2012-01-01

This paper reports on a small exploratory study that investigates the place and role of reciprocal learning within a partnership-based home visiting program for mothers experiencing depression. The study is one important example of an increased focus on reciprocal learning within practice that has significant implications for the development of…

Bourdieu's Habitus and Field: Implications on the Practice and Theory of Critical Action Learning

ERIC Educational Resources Information Center

Warwick, Rob; McCray, Janet; Board, Douglas

2017-01-01

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular "habitus" which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part…

Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends

ERIC Educational Resources Information Center

Yang, Harrison Hao, Ed.; Yuen, Steve Chi-Yin, Ed.

2010-01-01

As education continues to integrate technological advancements into learning and instruction, a resource dedicated to the latest findings and implications becomes necessary. This handbook provides academicians, researchers, and practitioners with a comprehensive view of the historical, conceptual, theoretical, and practical perspectives of…

Teacher's Experiences in PBL: Implications for Practice

ERIC Educational Resources Information Center

Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.

2016-01-01

Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching…

Early Child Contingency Learning and Detection: Research Evidence and Implications for Practice

ERIC Educational Resources Information Center

Dunst, Carl J.; Trivette, Carol M.; Raab, Melinda; Masiello, Tracy L.

2008-01-01

The types of contingency experiences infants and young children are typically exposed to are examined with a focus on the implications for early childhood intervention with young children who have developmental disabilities and delays. Studies of response-contingent child learning, the manner in which contingencies are not under direct child…

Evaluating Practice-Based Learning.

PubMed

Logue, Nancy C

2017-03-01

Practice-based learning is an essential aspect of nursing education, and evaluating this form of learning is vital in determining whether students have the competence required to enter nursing practice. However, limited knowledge exists about the influences that shape how competence development is recognized in nursing programs. The purpose of this study was to explore the evaluation of practice-based learning from the students' standpoint. A qualitative design based on institutional ethnography was used to investigate evaluation of practice-based learning with students, preceptors, and faculty in a preceptorship practicum. The findings revealed how work associated with evaluation was organized by coexisting and often disparate influences within a nursing program and the workplaces where learning took place. The implications and recommendations of the inquiry are intended to encourage dialogue and action among stakeholders from education and practice to improve evaluation practices in preparing new members of the nursing profession. [J Nurs Educ. 2017;56(3):131-138.]. Copyright 2017, SLACK Incorporated.

Structural Contructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of eCPD Pedagogical Models

ERIC Educational Resources Information Center

Singh, Gurmit; McPherson, Maggie

2013-01-01

This position paper deploys a dialectical worldview and a critical sociological perspective on practice to conceptualize professional e-learning as a reflexive bundle of knowing, doing, thinking and reflecting that produces practical knowledge as the power to change when immersed in the dynamism of practice across social structures. It is…

On Grandmother Neurons and Grandfather Clocks

ERIC Educational Resources Information Center

Perkins, David

2009-01-01

What does contemporary neuroscience offer educational practice? The promise seems immense, as we come to understand better how the brain learns. However, critics caution that only a few concrete implications for practice have emerged, nowhere near a rewrite of the craft of teaching and learning. How then can we understand better the relationship…

Learning and the Brain.

ERIC Educational Resources Information Center

Fishback, Sarah Jane

1999-01-01

Reviews research on the brain and memory, emotions, aging, and learning. Outlines practice implications: connect new learning to personal experiences, make sure learners are paying attention, recognize the role of emotions, and be aware that stimulation influences the aging brain. (SK)

Comparing Team Learning Approaches through the Lens of Activity Theory

ERIC Educational Resources Information Center

Park, Sunyoung; Cho, Yonjoo; Yoon, Seung Won; Han, Heeyoung

2013-01-01

Purpose: The purpose of this study is to examine the distinctive features of three team learning approaches (action learning, problem-based learning, and project-based learning), compare and contrast them, and discuss implications for practice and research. Design/methodology/approach: The authors used Torraco's integrative literature review…

On Entrepreneurial Education: Dilemmas and Tensions in Nonformal Learning

ERIC Educational Resources Information Center

Pantea, Maria-Carmen

2016-01-01

This paper revisits the current policy assumptions on youth entrepreneurship and their possible implications on entrepreneurial learning in nonformal settings. Based on secondary literature analysis, it interrogates the nonformal learning practices that promote entrepreneurship and calls for entrepreneurial learning to incorporate higher awareness…

Belonging and Learning to Belong in School: The Implications of the Hidden Curriculum for Indigenous Students

ERIC Educational Resources Information Center

Rahman, Kiara

2013-01-01

This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the "white" dominant culture values and practices, and that it is generally those who don't…

Pedagogical Beliefs in Work-Based Learning: An Analysis and Implications of Teachers' Belief Orientations

ERIC Educational Resources Information Center

Abukari, Abdulai

2014-01-01

This paper presents findings of a research project that aimed to critically examine the pedagogical beliefs of work-based learning teachers, and their potential implication on practice and expectations of learners and employers. Based on an online tool, qualitative and quantitative (descriptive) data were generated from a purposive sample of some…

Implications for Intelligent Tutoring Systems for Research and Practice in Foreign Language Learning, NFLC Occasional Papers.

ERIC Educational Resources Information Center

Ginsberg, Ralph B.

Most of the now commonplace computer-assisted instruction (CAI) uses computers to increase the capacity to perform logical, numerical, and symbolic computations. However, computers are an interactive and potentially intelligent medium. The implications of artificial intelligence (AI) for learning are more radical than those for traditional CAI. AI…

Learning by doing - Piagets Konstruktivistische Lerntheorie und Ihre Konsequenzen FÜR Die PÄDAGOGISCHE Praxis

NASA Astrophysics Data System (ADS)

Vollmers, Burkhard

1997-01-01

Piaget's theory of genetic recognition has a number of pedagogical implications. With the swing from structuralism to constructivism, Piaget created one of the first constructivist learning theories around the middle of this century. After this has been briefly presented, its relationship to present-day teaching and learning research, pedagogical practice and other forms of constructivism is examined critically. Although Piaget's theory does not embrace all forms of human learning, it does contain some significant pointers for pedagogical practice. An appropriate practical application of Piaget's learning theory would be to teach by encouraging spontaneous activity and the interests of the pupils.

Autonomy in Language Learning.

ERIC Educational Resources Information Center

Gathercole, Ian, Ed.

Ten papers from a January 1990 conference in Britain on the meaning and implications of autonomy for school learners of second languages address theoretical and practical issues in independent study, learner-controlled instruction, cooperative learning, teacher-student relationship, learner responsibility, students with learning difficulties, and…

Rethinking Lifelong Learning through Online Distance Learning in Chinese Educational Policies, Practices and Research

ERIC Educational Resources Information Center

Yang, Min

2008-01-01

This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of…

Creating Safe Spaces for Music Learning

ERIC Educational Resources Information Center

Hendricks, Karin S.; Smith, Tawnya D.; Stanuch, Jennifer

2014-01-01

This article offers a practical model for fostering emotionally safe learning environments that instill in music students a positive sense of self-belief, freedom, and purpose. The authors examine the implications for music educators of creating effective learning environments and present recommendations for creating a safe space for learning,…

The Evaluation Consultant's Life Cycle: Theory, Practice, and Implications for Learning

ERIC Educational Resources Information Center

Barrington, Gail V.

2006-01-01

The purpose of the study reported in this chapter was to determine if senior evaluation consultants experienced stages of growth in their practice similar to the small business development stages described by Bruce and Scott, to identify the stimuli that led to those changes, to determine what the consultants learned from these incidents, and to…

Integrating Service Learning into Public Relations Coursework: Applications, Implications, Challenges, and Rewards

ERIC Educational Resources Information Center

Gleason, James P.; Violette, Jayne L.

2012-01-01

Drawing on a theoretical framework based on "use-inspired" applied research and service learning practice (Honnet-Porter & Poulsen, 1989), this paper argues the relationship between a service-learning approach and Public Relations coursework is a natural and highly desirable fit. Through examination of the goals of both service-learning and public…

Personal Adult Learning Lab (Pall). Implications for Practice.

ERIC Educational Resources Information Center

Klippel, Judith A.; And Others

The Personal Adult Learning Lab was establsiehd at the Georgia Center for Continuing Education (GCCE) at the University of Georgia to serve self-directed adult learners and conduct research on self-directed learning. The lab allows adult learners to design, conduct, and evaluate their personal learning experiences while proceeding at their own…

Some Implications for Moral Education of the Confucian Principle of Harmony: Learning from Sustainability Education Practice in China

ERIC Educational Resources Information Center

Feng, Ling; Newton, Derek

2012-01-01

The concept of "harmony" was taught by the Chinese sages as the practice of acceptance, tolerance, mutual respect, equality and patience, and is now given great importance by the Chinese government in its attempts to promote the stability and sustainability of the country. The concept could have significant implications for moral…

Learning from Decoding across Disciplines and within Communities of Practice

ERIC Educational Resources Information Center

Miller-Young, Janice; Boman, Jennifer

2017-01-01

This final chapter synthesizes the findings and implications derived from applying the Decoding the Disciplines model across disciplines and within communities of practice. We make practical suggestions for teachers and researchers who wish to apply and extend this work.

Cultural influences on science museum practices: A case study

NASA Astrophysics Data System (ADS)

Duensing, Sally Jeanne

This dissertation looks at how informal science museums and centers both reflect and create the cultural contexts in which they are embedded. Specifically, it explores the multiple cultural perspectives held by the staff of the Yapollo Science Center in Trinidad, West Indies. This study focuses on how these perspectives impact the science center's sense of mission, design of educational programs, and development of exhibits. The findings in this case study have implications for other science museums and learning environments. Through the conduct and analysis of interviews, group meetings and on-site observations, this study found that there are several cultural domains in which staff perspectives of museum practice are situated. These include the local popular Trinidadian culture, the formal school system, and international science center community practices. For example, learning in the science center is seen by Yapollo staff as a social endeavor, more than an individual act. There is an emphasis on group engagement and social learning processes in exhibit design and teaching programs. The impact of local culture is further evidenced by Trinidadian practices of social learning and social competition in steel pan learning and calypso competition. These practices inform images of learning at Yapollo. The study highlights the role of formal educational systems by discussing how staff's informal educational approaches have resulted in a dialectic with the local formal British based school system practices. The study also explores the ways staff have adapted exhibit and program ideas from the international science museum. The synthesis of these cultures creates its own cultural ways of thinking and practice about exhibits and pedagogy that form the shared common wisdom at Yapollo. Museum practice, in this context, is viewed as a culture shaping enterprise that is itself shaped by culture. It demonstrates that teaching and learning practices occur in, and can be reflected upon, in multiple cultural contexts. The findings of this study have implications for many other areas of sociocultural and educational research.

Leadership for learning: a literature study of leadership for learning in clinical practice.

PubMed

Allan, Helen T; Smith, Pamela A; Lorentzon, Maria

2008-07-01

To report a literature study of leadership for learning in clinical practice in the United Kingdom. Background Previous research in the United Kingdom showed that the ward sister was central to creating a positive learning environment for student nurses. Since the 1990s, the ward mentor has emerged as the key to student nurses' learning in the United Kingdom. A literature study of new leadership roles and their influence on student nurse learning (restricted to the United Kingdom) which includes an analysis of ten qualitative interviews with stakeholders in higher education in the United Kingdom undertaken as part of the literature study. Learning in clinical placements is led by practice teaching roles such as mentors, clinical practice facilitators and practice educators rather than new leadership roles. However, workforce changes in clinical placements has restricted the opportunities for trained nurses to role model caring activities for student nurses and university based lecturers are increasingly distant from clinical practice. Leadership for learning in clinical practice poses three unresolved questions for nurse managers, practitioners and educators - what is nursing, what should student nurses learn and from whom? Leadership for student nurse learning has passed to new learning and teaching roles with Trusts and away from nursing managers. This has implications for workforce planning and role modelling within the profession.

Intergenerational Service Learning: To Promote Active Aging, and Occupational Therapy Gerontology Practice

ERIC Educational Resources Information Center

Horowitz, Beverly P.; Wong, Stephanie Dapice; Dechello, Karen

2010-01-01

Americans are living longer, and the meaning of age has changed, particularly for Boomers and seniors. These demographic changes have economic and social ramifications with implications for health care, including rehabilitation services, and health science education. Service learning is an experiential learning pedagogy that integrates traditional…

Teaching, Learning, and Sharing Openly Online

ERIC Educational Resources Information Center

O'Byrne, W. Ian; Roberts, Verena; LaBonte, Randy; Graham, Lee

2015-01-01

Open learning is becoming a critical focus for K-12 technology-supported programs as the importance of digital literacy and digital freedoms for all learners grows. This article describes current open learning policy, open educational resources and potential implications for open practice and ends with suggestions for future research in open…

Extending the Constructs of Active Learning: Implications for Teachers' Pedagogy and Practice

ERIC Educational Resources Information Center

Drew, Valerie; Mackie, Lorele

2011-01-01

Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy…

Service Learning in Policy and Practice: A Study of Service Learning across Three Universities

ERIC Educational Resources Information Center

Ahmed, Zahra G.

2010-01-01

This dissertation studies the creation and implementation of service learning policy and the implications of these programs for democratic citizenship and political participation. The project focuses on service learning centers at three universities in the Los Angeles area, framing the creation and implementation of these campus-wide centers as an…

Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind through Content-Based Instruction

ERIC Educational Resources Information Center

Kennedy, Teresa J.

2006-01-01

Cognitive sciences are discovering many things that educators have always intuitively known about language learning. However, the important point is actively using this new information to improve both students learning and current teaching practices. The implications of neuroscience for educational reform regarding second language (L2) learning…

Learning Expertise in Practice: Implications for Learning Theory

ERIC Educational Resources Information Center

Jarvis, Peter

2015-01-01

Building on Polanyi's insight in "The Tacit Dimension" that we know more than we can tell, this paper argues that we need to extend our understanding of learning to incorporate implicit learning, which is necessary in order to understand the process of becoming an expert and in so doing it points to the need to expand the theories of…

Communities of Practice in an Arabic Culture: Wenger's Model and the United Arab Emirates Implications for Online Learning

ERIC Educational Resources Information Center

Lamontagne, Mark

2005-01-01

With the advent of globalization and the proliferation of online learning, the creation of culturally sensitive online learning environments takes on increasing importance. Online education provides new opportunities for learners from different cultural backgrounds to come together, learn, expand their knowledge, share ideas, and develop passion…

Material Enactments of Identities and Learning in Everyday Community Practices: Implications for Pedagogy

ERIC Educational Resources Information Center

Aberton, Helen

2012-01-01

In recent years there has been an upsurge of interest in applying actor-network theory (ANT) to educational research and analysis. This article presents an account of how an ANT analysis of socio-material practices with a focus on objects can bring informal learning and identity formation to view. It is based on a doctoral study of the everyday…

SLT Beliefs about Collaborative Practice: Implications for Education and Learning

ERIC Educational Resources Information Center

Jago, Suzanne; Radford, Julie

2017-01-01

Effective collaborative practice is expected of newly qualified speech and language therapists (SLTs) in order to achieve the best outcomes for clients. Research into collaborative practice has identified a number of barriers to and facilitators of collaborative practice, but there has been limited research into how well prepared newly qualified…

Exploring Science Teachers' Perceptions of Experimentation: Implications for Restructuring School Practical Work

ERIC Educational Resources Information Center

Wei, Bing; Li, Xiaoxiao

2017-01-01

It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for…

Being Subject-Centred: A Philosophy of Teaching and Implications for Higher Education

ERIC Educational Resources Information Center

Morrison-Saunders, Angus; Hobson, Julia

2013-01-01

Being subject-centred as a higher education teacher offers a rich and illuminating philosophical and practical understanding of learning. Building upon previous research on subject-centred learning, we draw on reflection, literature review and a phenomenological approach to show how our ways of being infuse the teaching and learning environment.…

Toward a Semiotic Theory of Choice and of Learning

ERIC Educational Resources Information Center

Stables, Andrew; Gough, Stephen

2006-01-01

In this essay, Andrew Stables and Stephen Gough explore some of the implications for educational policy and practice of a view of living (and, therefore, of learning) as semiotic engagement. Such a view, Stables and Gough argue, has the potential to displace or circumvent essentially Cartesian models currently dominant within learning theory…

Learning English in the Shadows: Understanding Chinese Learners' Experiences of Private Tutoring

ERIC Educational Resources Information Center

Yung, Kevin Wai-Ho

2015-01-01

Given that private tutoring has received increasing attention in research as a global educational phenomenon with significant implications for educational practices, it has become necessary for TESOL researchers and practitioners to become aware of its impact on language learning and pedagogy. This study investigated the learning experience and…

Training Practices and Organisational Learning Capability: Relationship and Implications

ERIC Educational Resources Information Center

Jerez Gomez, Pilar; Cespedes Lorente, Jose J.; Valle Cabrera, Ramon

2004-01-01

This paper provides an in-depth study of the relationship between the company's training strategy and its learning capability. On a sample of 111 Spanish companies from the chemical industry, tests a set of hypotheses which link four different training strategies with the learning capability dimensions. The results obtained from the regression…

Common Core Science Standards: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

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

2013-01-01

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

"Straitjacket" or "Springboard for Sustainable Learning"? The Implications of Formative Assessment Practices in Vocational Learning Cultures

ERIC Educational Resources Information Center

Davies, Jenifer; Ecclestone, Kathryn

2008-01-01

In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a…

School Psychology Internship Experiences with Methods of Specific Learning Disability Identification

ERIC Educational Resources Information Center

Nunes, Alissa

2012-01-01

Recent changes in legislation (IDEA) have implications for the changing role of the school psychologist, specifically in the evaluation of students with learning disabilities. There is a need to examine the attitudes and practices of school psychologists regarding specific learning disability identification as there is little consistency in how…

Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

ERIC Educational Resources Information Center

Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

2017-01-01

This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

[From brain imaging to good teaching? implicating from neuroscience for research on learning and instruction].

PubMed

Stubenrauch, Christa; Krinzinger, Helga; Konrad, Kerstin

2014-07-01

Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.

Learning and change in a community mental health setting.

PubMed

Mancini, Michael A; Miner, Craig S

2013-10-01

This article offers methodological reflections and lessons learned from a three-year university-community partnership that used participatory action research methods to develop and evaluate a model for learning and change. Communities of practice were used to facilitate the translation of recovery-oriented and evidence-based programs into everyday practice at a community mental health agency. Four lessons were drawn from this project. First, the processes of learning and organizational change are complex, slow, and multifaceted. Second, development of leaders and champions is vital to sustained implementation in an era of restricted resources. Third, it is important to have the agency's values, mission, policies, and procedures align with the principles and practices of recovery and integrated treatment. And fourth, effective learning of evidence-based practices is influenced by organizational culture and climate. These four lessons are expanded upon and situated within the broader literature and implications for future research are discussed.

Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice.

PubMed

Burford, Bryan; Morrow, Gill; Morrison, Jill; Baldauf, Beate; Spencer, John; Johnson, Neil; Rothwell, Charlotte; Peile, Ed; Davies, Carol; Allen, Maggie; Illing, Jan

2013-09-01

Newly qualified doctors spend much of their time with nurses, but little research has considered informal learning during that formative contact. This article reports findings from a multiple case study that explored what newly qualified doctors felt they learned from nurses in the workplace. Analysis of interviews conducted with UK doctors in their first year of practice identified four overarching themes: attitudes towards working with nurses, learning about roles, professional hierarchies and learning skills. Informal learning was found to contribute to the newly qualified doctors' knowledge of their own and others' roles. A dynamic hierarchy was identified: one in which a "pragmatic hierarchy" recognising nurses' expertise was superseded by a "normative structural hierarchy" that reinforced the notion of medical dominance. Alongside the implicit learning of roles, nurses contributed to the explicit learning of skills and captured doctors' errors, with implications for patient safety. The findings are discussed in relation to professional socialisation. Issues of power between the professions are also considered. It is concluded that increasing both medical and nursing professions' awareness of informal workplace learning may improve the efficiency of education in restricted working hours. A culture in which informal learning is embedded may also have benefits for patient safety.

Literacy and Language Education: The Quantification of Learning

ERIC Educational Resources Information Center

Gibb, Tara

2015-01-01

This chapter describes international policy contexts of adult literacy and language assessment and the shift toward standardization through measurement tools. It considers the implications the quantification of learning outcomes has for pedagogy and practice and for the social inclusion of transnational migrants.

Constructivism and the Technology of Instruction: A Conversation.

ERIC Educational Resources Information Center

Duffy, Thomas M., Ed.; Jonassen, David H., Ed.

The essays in this book form a dialogue between instructional developers and learning theorists about the implications of constructivism for instructional design practice. Following an introduction entitled "Constructivism: New Implications for Instructional Technology" (Thomas M. Duffy and David H. Jonassen), the papers are divided into…

Architecting Learning Continuities for Families Across Informal Science Experiences

NASA Astrophysics Data System (ADS)

Perin, Suzanne Marie

By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit, highlights the contributions of multiple sites of learning in an ecological view of learning. Finally, the dissertations' conclusion highlights the broad implications for conceiving of the many varied learning settings in a community as an educational infrastructure, and reflections on using aesthetic experience for broadening participation the sciences through the design of informal environments.

The Pitfalls of Mobile Devices in Learning: A Different View and Implications for Pedagogical Design

ERIC Educational Resources Information Center

Ting, Yu-Liang

2012-01-01

Studies have been devoted to the design, implementation, and evaluation of mobile learning in practice. A common issue among students' responses toward this type of learning concerns the pitfalls of mobile devices, including small screen, limited input options, and low computational power. As a result, mobile devices are not always perceived by…

The Challenges of Work-Based Learning in the Changing Context of the European Higher Education Area

ERIC Educational Resources Information Center

Schmidt, Reinhard; Gibbs, Paul

2009-01-01

This article discusses the key features of the common European framework for work-based learning (WBL) of the "Developing European Work Based Learning Approaches and Methods" (DEWBLAM) project (2003-2006). It examines the context of recent European initiatives and comments on the potential implications for policy, practice and theory,…

Costs of Success: Financial Implications of Implementation of Active Learning in Introductory Physics Courses for Students and Administrators

ERIC Educational Resources Information Center

Brewe, Eric; Dou, Remy; Shand, Robert

2018-01-01

Although active learning is supported by strong evidence of efficacy in undergraduate science instruction, institutions of higher education have yet to embrace comprehensive change. Costs of transforming instruction are regularly cited as a key factor in not adopting active-learning instructional practices. Some cite that alternative methods to…

Problem-Based Learning in Tertiary Education: Teaching Old "Dogs" New Tricks?

ERIC Educational Resources Information Center

Yeo, Roland K.

2005-01-01

Purpose--The paper sets out to explore the challenges of problem-based learning (PBL) in tertiary education and to propose a framework with implications for practice and learning. Design/Methodology/Approach--A total of 18 tertiary students divided into three groups participated in the focus group discussions. A quantitative instrument was used as…

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research

ERIC Educational Resources Information Center

Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan

2008-01-01

This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this…

How People Learn: Brain, Mind, Experience, and School. Expanded Edition.

ERIC Educational Resources Information Center

Bransford, John D., Ed.; Brown, Ann L., Ed.; Cocking, Rodney R., Ed.

This book presents results of recent research about the mind, brain, and learning processes. It examines new findings in learning theory and their implications for what is taught, how it is taught, and how learners are assessed. It also shows how theories and insights can translate into actions and practices. It examines research on human…

``GodMode is his video game name'': situating learning and identity in structures of social practice

NASA Astrophysics Data System (ADS)

Bricker, Leah A.; Bell, Philip

2012-12-01

In this paper, we report on the structural nexus of one youth's gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier's theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth's gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments.

Research in Developmental Writing Courses and Implications for Practice

ERIC Educational Resources Information Center

Sabrio, David; Burchfield, Mitchel

2007-01-01

This article briefly surveys the literature on ways that developmental writing students learn; reports on student learning style research carried out in developmental writing classrooms at Texas A&M University-Kingsville and Southwest Texas Junior College, using the "Productivity Environmental Preference Survey"; suggests specific…

Face-to-Face versus Distance Learning: Psychological Consequences and Practical Implications.

ERIC Educational Resources Information Center

Kahl, Thomas N.; Cropley, Arthur J.

1986-01-01

Summarizes differences between face-to-face and distance learners at Fernuniversitat (West Germany) in terms of demographics, motivation, study conditions, and personal consequences, in order to provide some empirically derived insights into the psychological consequences of distance learning for learners. (MBR)

Understanding the essential elements of work-based learning and its relevance to everyday clinical practice.

PubMed

Williams, Caroline

2010-09-01

To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. CONTRIBUTION TO NEW KNOWLEDGE: This paper has identified three key issues that need to be considered in the development of work-based learning programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Advancing Early Literacy Learning for All Children: Implications of the NELP Report for Dual-Language Learners

ERIC Educational Resources Information Center

Gutierrez, Kris D.; Zepeda, Marlene; Castro, Dina C.

2010-01-01

The authors examine the implications and limitations of the National Early Literacy Panel report on the early care of young children who are dual-language learners (DLLs).They examine the relevance of the report for DLLs, particularly the practice in this and other national synthesis reports of extrapolating implications for the education of young…

Research: Reflecting Practice. Papers from the SCUTREA Annual Conference (23rd, Manchester, England, July 6-8, 1993).

ERIC Educational Resources Information Center

Miller, Nod, Ed.; Jones, David J., Ed.

The following papers are included: "Social Classification of Women's Work" (Benn, Burton); "Developing Models of Learning from Experience" (Boud, Walker); "'Research Reflecting Practice?'" (Edwards, Usher); "Metaphors and Their Implications for Research and Practice in Adult and Community Education" (Hunt); "'Common-Sense' Approach to Reflection"…

Learning organisations: the challenge of finding a safe space in a climate of accountability.

PubMed

McKee, Anne

2017-03-01

The effects of health policy reforms over a twenty-five year period have changed the NHS as a place in which to work and learn. Some of these changes have had unintentional consequences for learning in the workplace. A recent King's Fund contribution to quality improvement debates included an extensive review of NHS policies encouraging change 'from within' the NHS and renewed calls to develop learning organisations there. I draw upon an action research project designed to develop learning organisations in primary care to locate quality improvement debates amid the realities of practice. The project identified key challenges primary care practices encountered to protect time and space for this form of work based learning, even when they recognised the need for it and wanted to engage in it. Implications for policy makers, primary care practices and health professional educationalists are identified.

The effect of social interaction on mental health nurse student learning.

PubMed

Walsh, Andrew

2015-01-01

This article describes a phenomenological research study exploring the effect of social interaction upon mental health nurse student learning. Central to this study are ideas about Communities of Practice as described by Wenger et al. (2011). The researcher conducted two focus groups and four semi-structured interviews with mental health nurse students at various stages of their training. The study found that students understand personal progress by comparison with others and that there is a relationship between peer group membership and learning outcomes. Students interpret academic studies and theoretical knowledge in a dynamic relationship with clinical practice where successful learning depends upon careful negotiation of social boundaries. Whilst acknowledging limitations this paper concludes by tentatively suggesting some implications for future nurse education practice which recognises the socially mediated nature of learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Working Memory Underpins Cognitive Development, Learning, and Education

PubMed Central

Cowan, Nelson

2014-01-01

Working memory is the retention of a small amount of information in a readily accessible form. It facilitates planning, comprehension, reasoning, and problem-solving. I examine the historical roots and conceptual development of the concept and the theoretical and practical implications of current debates about working memory mechanisms. Then I explore the nature of cognitive developmental improvements in working memory, the role of working memory in learning, and some potential implications of working memory and its development for the education of children and adults. The use of working memory is quite ubiquitous in human thought, but the best way to improve education using what we know about working memory is still controversial. I hope to provide some directions for research and educational practice. PMID:25346585

Learning Processes and Learning Outcomes

DTIC Science & Technology

1992-06-01

establish and maintain activation levels) may process information faster because the relevant traces in long - term memory are already activated...drill and practice, and discovery. Finally, implications for the design of computerized instructional environments are indicated. 14. SUBJECT TERMS lI...outcome. This impact may be direct, or may interact with characteristics of the learner to effect learning outcome. INITIAL STATES Conative and cognitive

Video Games, Gender, Diversity, and Learning as Cultural Practice: Implications for Equitable Learning and Computing Participation through Games

ERIC Educational Resources Information Center

Richard, Gabriela T.

2017-01-01

Games, play, and learning have a long and embedded history that outdates digital games by many years. However, video games, computing, and technology have significant and historically documented diversity issues, which privilege whites and males as content producers, computing and gaming experts, and STEM learners and employees. Many aspects of…

A Qualitative Account of the Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

ERIC Educational Resources Information Center

Alvi, Effat; Iqbal, Zafar; Masood, Fatima; Batool, Tooba

2016-01-01

Students' conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments.…

Capacity Enablers and Barriers for Learning Analytics: Implications for Policy and Practice

ERIC Educational Resources Information Center

Wolf, Mary Ann; Jones, Rachel; Hall, Sara; Wise, Bob

2014-01-01

The field of learning analytics is being discussed in many circles as an emerging concept in education. In many districts and states, the core philosophy behind learning analytics is not entirely new; for more than a decade, discussions of data-driven decision making and the use of data to drive instruction have been common. Still, the U.S.…

Internet use by physicians and its impact on medical practice-an exploratory study.

PubMed

Kwon, Ik-Whan G; Xie, Henry Yu

2003-01-01

Internet use by physicians has played a vital role in medical practices for many years. A number of related studies have emerged to examine the impact of Internet use on medical practice. However, there is yet to be a comprehensive study on the impact of Internet use by physicians on their medical practice. This study examines a preliminary step to explore the major implications of physicians' Internet use on the traditional areas, such as health education and learning, physician-patient relationship, and medical marketing. Barriers to Internet use are also investigated. Implication of use of the Internet in the medical practice and limitations of this study are discussed as well.

Can achievement emotions be used to better understand motivation, learning, and performance in medical education?

PubMed

Artino, Anthony R; Holmboe, Eric S; Durning, Steven J

2012-01-01

In this article, we consider an emergent theory of human emotion. The overarching purpose of the article is to introduce medical education researchers to the notion of achievement emotions and provide a brief overview of how this work can inform the theory, research, and practice of medical education. First, we define achievement emotions and describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun R. 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18:315-341.). Next, we distinguish between different types of achievement emotions, their proximal causes, and their consequences for motivation, learning, and performance, and we discuss several implications for educational practice. Finally, we end with a call for more research on achievement emotions in medical education to facilitate our understanding of emotions and their impact on important educational outcomes.

Examining School Psychologists' Perspectives about Specific Learning Disabilities: Implications for Practice

ERIC Educational Resources Information Center

Cottrell, Joseph M.; Barrett, Courtenay A.

2017-01-01

Debate regarding the causes of specific learning disabilities (SLDs), precise definitions of SLDs, and the most effective identification methods has persisted for over 50 years. Two prominent schools of thought regarding SLDs exist: (1) biological perspectives and (2) environmental perspectives. Three identification methods are outlined in the…

The Semantization of Vocabulary in Foreign Language Learning.

ERIC Educational Resources Information Center

Beheydt, Ludo

1987-01-01

What is notably missing in the teaching of foreign language vocabulary is a systematically elaborated strategy for vocabulary acquisition that is based on the findings of linguistics and learning psychology. The practical implications of such a double anchorage in linguistics and psychology are outlined in a proposed model of a semantization…

Embodied Learning and School-Based Physical Culture: Implications for Professionalism and Practice in Physical Education

ERIC Educational Resources Information Center

Thorburn, Malcolm; Stolz, Steven

2017-01-01

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically…

Determinism and Underdetermination in Genetics: Implications for Students' Engagement in Argumentation and Epistemic Practices

ERIC Educational Resources Information Center

Jiménez-Aleixandre, María Pilar

2014-01-01

In the last two decades science studies and science education research have shifted from an interest in products (of science or of learning), to an interest in processes and practices. The focus of this paper is on students' engagement in epistemic practices (Kelly in "Teaching scientific inquiry: Recommendations for research and…

Learning-performance distinction and memory processes for motor skills: a focused review and perspective.

PubMed

Kantak, Shailesh S; Winstein, Carolee J

2012-03-01

Behavioral research in cognitive psychology provides evidence for an important distinction between immediate performance that accompanies practice and long-term performance that reflects the relative permanence in the capability for the practiced skill (i.e. learning). This learning-performance distinction is strikingly evident when challenging practice conditions may impair practice performance, but enhance long-term retention of motor skills. A review of motor learning studies with a specific focus on comparing differences in performance between that at the end of practice and at delayed retention suggests that the delayed retention or transfer performance is a better indicator of motor learning than the performance at (or end of) practice. This provides objective evidence for the learning-performance distinction. This behavioral evidence coupled with an understanding of the motor memory processes of encoding, consolidation and retrieval may provide insight into the putative mechanism that implements the learning-performance distinction. Here, we propose a simplistic empirically-based framework--motor behavior-memory framework--that integrates the temporal evolution of motor memory processes with the time course of practice and delayed retention frequently used in behavioral motor learning paradigms. In the context of the proposed framework, recent research has used noninvasive brain stimulation to decipher the role of each motor memory process, and specific cortical brain regions engaged in motor performance and learning. Such findings provide beginning insights into the relationship between the time course of practice-induced performance changes and motor memory processes. This in turn has promising implications for future research and practical applications. Copyright © 2011 Elsevier B.V. All rights reserved.

An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning With an iPad

NASA Astrophysics Data System (ADS)

Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei

2017-12-01

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, predict-observe-explain (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn.

Ethical implications of digital images for teaching and learning purposes: an integrative review.

PubMed

Kornhaber, Rachel; Betihavas, Vasiliki; Baber, Rodney J

2015-01-01

Digital photography has simplified the process of capturing and utilizing medical images. The process of taking high-quality digital photographs has been recognized as efficient, timely, and cost-effective. In particular, the evolution of smartphone and comparable technologies has become a vital component in teaching and learning of health care professionals. However, ethical standards in relation to digital photography for teaching and learning have not always been of the highest standard. The inappropriate utilization of digital images within the health care setting has the capacity to compromise patient confidentiality and increase the risk of litigation. Therefore, the aim of this review was to investigate the literature concerning the ethical implications for health professionals utilizing digital photography for teaching and learning. A literature search was conducted utilizing five electronic databases, PubMed, Embase (Excerpta Medica Database), Cumulative Index to Nursing and Allied Health Literature, Educational Resources Information Center, and Scopus, limited to English language. Studies that endeavored to evaluate the ethical implications of digital photography for teaching and learning purposes in the health care setting were included. The search strategy identified 514 papers of which nine were retrieved for full review. Four papers were excluded based on the inclusion criteria, leaving five papers for final analysis. Three key themes were developed: knowledge deficit, consent and beyond, and standards driving scope of practice. The assimilation of evidence in this review suggests that there is value for health professionals utilizing digital photography for teaching purposes in health education. However, there is limited understanding of the process of obtaining and storage and use of such mediums for teaching purposes. Disparity was also highlighted related to policy and guideline identification and development in clinical practice. Therefore, the implementation of policy to guide practice requires further research.

An exploration of student midwives' language to describe non-formal learning in professional practice.

PubMed

Finnerty, Gina; Pope, Rosemary

2005-05-01

The essence of non-formal learning in midwifery practice has not been previously explored. This paper provides an in-depth analysis of the language of a sample of student midwives' descriptions of their practice learning in a range of clinical settings. The students submitted audio-diaries as part of a national study (Pope, R., Graham. L., Finnerty. G., Magnusson, C. 2003. An investigation of the preparation and assessment for midwifery practice within a range of settings. Project Report. University of Surrey). Participants detailed their learning activities and support obtained whilst working with their named mentors for approximately 10 days or shifts. The rich audio-diary data have been analysed using Discourse Analysis. A typology of non-formal learning (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136) has been used to provide a framework for the analysis. Non-formal learning is defined as any learning which does not take place within a formally organised learning programme (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136). Findings indicate that fear and ambiguity hindered students' learning. Recommendations include the protection of time by mentors within the clinical curriculum to guide and supervise students in both formal and non-formal elements of midwifery practice. This paper will explore the implications of the findings for practice-based education.

"Learning to Listen": Boys' Gender Narratives--Implications for Theory and Practice

ERIC Educational Resources Information Center

Farrell, Francis

2016-01-01

Purpose: The purpose of this paper is to critically investigate year 6 and year 9 boys' constructions of masculinity in the light of theories of inclusive masculinity and to consider the implications of the findings for critical masculinities scholarship in educational research. Design/methodology/approach: Qualitative data was collected through…

Cooperative Learning in Science: Follow-up from primary to high school

NASA Astrophysics Data System (ADS)

Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline

2010-03-01

This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.

'E-learning' modalities in the current era of Medical Education in Pakistan.

PubMed

Jawaid, Masood; Aly, Syed Moyn

2014-09-01

There are a number of e-Learning modalities, some or all of which may be used throughout a medical, dental, nursing or any other health related undergraduate curriculum. The purpose of this paper is to briefly describe what e-learning is along with some of the modalities, their common advantages and limitations. This publication ends with practical implications of these modalities for Pakistan.

"Managed" Teacher Turnover: A Strategy for School Improvement

ERIC Educational Resources Information Center

Lewis, Jessica L.; London, Tim D.

2009-01-01

Given the negative implications of unmanaged teacher attrition for student learning and the potential of leadership actions to affect this dynamic, this article highlights the practices of one principal in the Chicago Public School (CPS) system who used teacher attrition to her school's advantage. Her actions reveal leadership practices that can…

Mathematics Reform Curricula and Special Education: Identifying Intersections and Implications for Practice

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2010-01-01

In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…

Pupil Discipline in an Urban School District: The Second Year of a Longitudinal Study.

ERIC Educational Resources Information Center

Fortenberry, Robert N.; Tadlock, James A.

The school effectiveness movement stresses a safe and orderly learning environment for students. Concern for students' and parents' legal rights, coupled with recent criticism of school practices regarding corporal punishment, suspension, and expulsion, has spawned research into theoretical, practical, and legal implications related to pupil…

Translating Advances in Reading Comprehension Research to Educational Practice

ERIC Educational Resources Information Center

McNamara, Danielle S.; Kendeou, Panayiota

2011-01-01

The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is…

Twelve tips for applying the science of learning to health professions education.

PubMed

Gooding, H C; Mann, K; Armstrong, E

2017-01-01

Findings from the science of learning have clear implications for those responsible for teaching and curricular design. However, this data has been historically siloed from educators in practice, including those in health professions education. In this article, we aim to bring practical tips from the science of learning to health professions educators. We have chosen to organize the tips into six themes, highlighting strategies for 1) improving the processing of information, 2) promoting effortful learning for greater retention of knowledge over time, 3) applying learned information to new and varied contexts, 4) promoting the development of expertise, 5) harnessing the power of emotion for learning, and 6) teaching and learning in social contexts. We conclude with the importance of attending to metacognition in our learners and ourselves. Health professions education can be strengthened by incorporating these evidence-based techniques.

Resource depletion promotes automatic processing: implications for distribution of practice.

PubMed

Scheel, Matthew H

2010-12-01

Recent models of cognition include two processing systems: an automatic system that relies on associative learning, intuition, and heuristics, and a controlled system that relies on deliberate consideration. Automatic processing requires fewer resources and is more likely when resources are depleted. This study showed that prolonged practice on a resource-depleting mental arithmetic task promoted automatic processing on a subsequent problem-solving task, as evidenced by faster responding and more errors. Distribution of practice effects (0, 60, 120, or 180 sec. between problems) on rigidity also disappeared when groups had equal time on resource-depleting tasks. These results suggest that distribution of practice effects is reducible to resource availability. The discussion includes implications for interpreting discrepancies in the traditional distribution of practice effect.

E-Learning in India: The Role of National Culture and Strategic Implications

ERIC Educational Resources Information Center

Rao, Pramila

2011-01-01

Purpose: The primary purpose of this research paper is to understand the role of national cultural dimensions on e-learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies…

Challenging Ideals of Reciprocity in Undergraduate Teaching: The Unexpected Benefits of Unpredictable Cross-Cultural Fieldwork

ERIC Educational Resources Information Center

Hammersley, Laura A.; Bilous, Rebecca H.; James, Sarah W.; Trau, Adam M.; Suchet-Pearson, Sandie

2014-01-01

Geographers are increasingly grappling with the theoretical and practical implications of integrating an ethics of reciprocity into undergraduate learning and teaching. This paper draws on the unexpected experiences of a third-year human geography research methods fieldtrip to examine the process of balancing undergraduate student learning and…

"Destroying" the Pedagogical Imaginary: Some Implications of Sexual Difference for Educational Philosophy

ERIC Educational Resources Information Center

Peers, Chris

2004-01-01

This article investigates some of the antecedent conditions underlying the imputation of autonomy within conceptions of "teaching" and "learning". It links the history of those concepts with the separate roles and functions assigned to males and females in specific instances of educational practice. "Teaching" and "learning" are psychoanalysed as…

The Implications of Summer Learning Loss for Value-Added Estimates of Teacher Effectiveness

ERIC Educational Resources Information Center

Gershenson, Seth; Hayes, Michael S.

2018-01-01

School districts across the United States increasingly use value-added models (VAMs) to evaluate teachers. In practice, VAMs typically rely on lagged test scores from the previous academic year, which necessarily conflate summer with school-year learning and potentially bias estimates of teacher effectiveness. We investigate the practical…

Affordances of ICT in Science Learning: Implications for an Integrated Pedagogy. Research Report

ERIC Educational Resources Information Center

Webb, Mary E.

2005-01-01

This paper presents an analysis of how affordances of ICT-rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education…

Transnational Intergenerationalities: Cultural Learning in Polish Migrant Families and Its Implications for Pedagogy

ERIC Educational Resources Information Center

Sime, Daniela; Pietka-Nykaza, Emilia

2015-01-01

In this qualitative study, we examine the impact of family migration on intergenerational learning, especially in relation to the transmission of cultural values and practices. Drawing on data collected through in-depth case studies with migrant Polish children and their parents, we explore the influence of intergenerationality on children's…

Language and Literacy in Workplace Education: Learning at Work. Language in Social Life Series.

ERIC Educational Resources Information Center

Mawer, Giselle; Fletcher, Lee; McCall, Julia; O'Grady, Catherine; Ong, Bee Jong

Interweaving theory and commentary with case studies, this book explores a multifaceted approach to workplace education that develops workers' skills and integrates learning, language, and cross-cultural issues into work, communication, and management practices. Chapter 1 explores the changing world of work and implications for workforce skill…

Key Competencies: How School Guidance Counsellors Contribute to Student Learning

ERIC Educational Resources Information Center

Crocket, Kathie; Kotzé, Elmarie; Hughes, Colin; Graham, Judith; Burke, Alison

2014-01-01

Schools are currently working through the implications of the New Zealand Curriculum and its translations into practice. To date there has been little discussion of the contributions of school guidance counseling. For learning and teaching to become a collective, whole-school endeavour, Cowie at el., (2011) suggested, "cross-fertilisation of…

Becoming Physics People: Development of Integrated Physics Identity through the Learning Assistant Experience

ERIC Educational Resources Information Center

Close, Eleanor W.; Conn, Jessica; Close, Hunter G.

2016-01-01

In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the existing theoretical frameworks of "community of practice" and "physics identity," and explore the implications suggested by these theories for LA program adoption and adaptation.…

Students' Perceptions of Their First Accounting Class: Implications for Instructors

ERIC Educational Resources Information Center

Abbott, Jean Ingersoll; Palatnik, Barry R.

2018-01-01

The purpose of this action research study is to learn directly from undergraduate students, through focus groups, about their experiences in their first accounting class, especially about the students' knowledge and practice of critical thinking and about which classroom experiences engaged their attention and enhanced learning. The findings show…

Creative Networks of Practice Using Web 2.0 Tools

ERIC Educational Resources Information Center

Orava, Jukka; Worrall, Pete

2011-01-01

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the "Creative Use of Media" learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The…

Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective

ERIC Educational Resources Information Center

Feiker Hollenbeck, Amy R.

2013-01-01

This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a…

Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?

PubMed

Hopwood, Nick

2015-01-01

Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

Culture and its influences on dental education.

PubMed

Chuenjitwongsa, S; Bullock, A; Oliver, R G

2018-02-01

Culture is an important factor influencing how students develop learning and how educators provide support to students. The aim of this paper is to explore a concept of national European cultures, and relationships between culture and educational practice with the intention of helping the dental profession gain a better understanding of effective teaching and learning in dentistry. Culture represents the collective behaviours, values and beliefs of people in a society. How people react to education is partly explained by culture. Students utilise different culturally based strategies to develop learning. We apply Hofstede's model to explore European cultures and implications for dental education and educational practice. Most Western students possess assimilating learning styles enabling them to learn effectively in student-centred contexts while most Eastern students have accommodating learning styles and are more familiar with teacher-centred learning. Eastern students may need to adapt their approach to learning to better benefit from student-centred learning. Culture influences students' learning and educational practice. Dental educators should be aware of such influences and provide support that acknowledges students' different cultural backgrounds. Cultural competence is fundamental for effective teaching and learning in dentistry. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Knowledge Types Used by Researchers and Wool Producers in Australia under a Workplace Learning Typology: Implications for Innovation in the Australian Sheep Industry

ERIC Educational Resources Information Center

Thompson, Lyndal-Joy; Reeve, Ian

2011-01-01

This paper reports on research into the learning aspects of adopting integrated parasite management practices for sheep (IPM-s) applying a workplace learning framework. An analysis of four primary data sources was conducted; a postal survey of Australian wool producers, a Delphi process with IPM-s researchers, focus groups and interviews with wool…

'The character rests heavily within me': drama students as standardized patients in mental health nursing education.

PubMed

Jacobs, A C; van Jaarsveldt, D E

2016-04-01

WHAT IS KNOWN ON THE SUBJECT?: Standardized patient (SP) simulation is an internationally recognized learning strategy that has proven effective in enhancing nursing students' competencies necessary for mental health practice. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: A deeper exploration of the process from the perspective of SPs and more particularly drama students, revealed the complexity they need to navigate and the personal vulnerability they are exposed to when creating an authentic learning opportunity for nursing students. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Their vulnerability justifies deeper consideration of support, as well as research on the ethical implications of SP simulation. Nursing students need to be well grounded in therapeutic communication before engaging with mental health users. This should include opportunities to question personal frames of reference that could hinder therapeutic engagement with diverse others. In future, the drama students can be involved in scenario development to enhance the authenticity of simulations. Introduction The effectiveness of Standardized patient (SP) simulation in enhancing students' mental health nursing competencies is well published. Nevertheless, the believable and accurate portrayal of a patient with a mental health issue during SP simulation is complex. Though vital to the creation of safe authentic learning experiences, the perspectives of SPs and particularly of drama students involved in SP simulation are unknown. Aim The aim of this paper is therefore to explore and describe the experiences of 11 drama students engaged in mental health simulations for nursing students. Method A qualitative approach was taken and data were gathered using various techniques. Findings The content analysis revealed that these SPs negotiated three roles during this interdisciplinary learning experience, namely of a facilitator of learning, a drama student and the person within. Discussion The study provided valuable insight into the world of an SP, including the complexities they navigate and the vulnerability they experience. Implications for Practice Nurse educators are alerted to SP's need for support and the necessity of establishing good interpersonal skills before nursing students enter the practice setting. Involvement of SPs in scenario development could enhance the authenticity of future simulations. The ethical implications of SP simulation requires further exploration. © 2016 The Authors. Journal of Psychiatric and Mental Health Nursing Published by John Wiley & Sons Ltd.

Fostering supportive learning environments in long-term care: the case of WIN A STEP UP.

PubMed

Craft Morgan, Jennifer; Haviland, Sara B; Woodside, M Allyson; Konrad, Thomas R

2007-01-01

The education of direct care workers (DCWs) is key to improving job quality and the quality of care in long-term care (LTC). This paper describes the successful integration of a supervisory training program into a continuing education intervention (WIN A STEP UP) for DCWs, identifies the factors that appear to influence the integration of the learning into practice, and discusses the implications for educators. The WIN A STEP UP program achieved its strongest results when the DCW curriculum was paired with Coaching Supervision. Attention to pre-training, training and post-training conditions is necessary to successfully integrate learning into practice in LTC.

Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices

ERIC Educational Resources Information Center

MacPhail, Ann; Tannehill, Deborah; Karp, Grace Goc

2013-01-01

Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to…

Using Action Research to Enhance Learning on End-Use Energy Demand: Lessons from Reflective Practice

ERIC Educational Resources Information Center

Petrova, Saska; Torres Garcia, Miguel; Bouzarovski, Stefan

2017-01-01

This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among…

What Can We Learn from School-Based Emotional Disturbance Assessment Practices? Implications for Practice and Preparation In School Psychology

ERIC Educational Resources Information Center

Allen, Ryan A.; Hanchon, Timothy A.

2013-01-01

The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into…

Challenging clinical learning environments: experiences of undergraduate nursing students.

PubMed

O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

2014-03-01

Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.

Roles and Student Identities in Online Large Course Forums: Implications for Practice

ERIC Educational Resources Information Center

Baxter, Jacqueline Aundree; Haycock, Jo

2014-01-01

The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online…

Deception Detection in a Computer-Mediated Environment: Gender, Trust, and Training Issues

DTIC Science & Technology

2003-03-01

to the understanding of deception detection from both a practical and academic point of view. The lessons learned from the limitations of this...has truly been a learning experience and a great capstone to a challenging Master’s program. I also owe great appreciation to individuals that...83 Academic Implications and Suggestions

International Trends in the Implementation of Assessment for Learning: Implications for Policy and Practice

ERIC Educational Resources Information Center

Birenbaum, Menucha; DeLuca, Christopher; Earl, Lorna; Heritage, Margaret; Klenowski, Val; Looney, Anne; Smith, Kari; Timperley, Helen; Volante, Louis; Wyatt-Smith, Claire

2015-01-01

This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy…

Using Expectancy-Value Theory to Explore Aspects of Motivation and Engagement in Inquiry-Based Learning in Primary Mathematics

ERIC Educational Resources Information Center

Fielding-Wells, Jill; O'Brien, Mia; Makar, Katie

2017-01-01

Inquiry-based learning (IBL) is a pedagogical approach in which students address complex, ill-structured problems set in authentic contexts. While IBL is gaining ground in Australia as an instructional practice, there has been little research that considers implications for student motivation and engagement. Expectancy-value theory (Eccles and…

Applying a Conceptual Model in Sport Sector Work- Integrated Learning Contexts

ERIC Educational Resources Information Center

Agnew, Deborah; Pill, Shane; Orrell, Janice

2017-01-01

This paper applies a conceptual model for work-integrated learning (WIL) in a multidisciplinary sports degree program. Two examples of WIL in sport will be used to illustrate how the conceptual WIL model is being operationalized. The implications for practice are that curriculum design must recognize a highly flexible approach to the nature of…

Professional Learning Communities as a Reform: Implementation, Complications and Implications for Secondary Site Leaders

ERIC Educational Resources Information Center

Padilla, Jennifer Lynn

2013-01-01

Professional learning communities (PLCs) have gained attention as an effective practice for supporting teachers and developing students since their inception in the early 1990s yet there is still work to be done in developing a blueprint for effective implementation in a pervasive culture of isolation and resistance, especially in secondary…

Brain Research, Learning and Emotions: Implications for Education Research, Policy and Practice

ERIC Educational Resources Information Center

Hinton, Christina; Miyamoto, Koji; Della-Chiesa, Bruno

2008-01-01

Recent advancements in neuroscience heighten its relevance to education. Newly developed imaging technologies enable scientists to peer into the working brain for the first time, providing powerful insights into how we learn. Research reveals that the brain is not a stable and isolated entity, but a dynamic system that is keenly responsive to…

The Transformative Potential of International Service-Learning at a University with a Christian Foundation in the UK

ERIC Educational Resources Information Center

Bamber, Phil

2011-01-01

This article draws upon the findings of a study at Liverpool Hope University (LHU) into the transformative nature of International Service-Learning (ISL) experiences for student participants. This research is concerned with the implications of these findings for professional practice, in particular how ISL is constructed in Higher Education policy…

Using Knowledge-Based Systems to Support Learning of Organizational Knowledge: A Case Study

NASA Technical Reports Server (NTRS)

Cooper, Lynne P.; Nash, Rebecca L.; Phan, Tu-Anh T.; Bailey, Teresa R.

2003-01-01

This paper describes the deployment of a knowledge system to support learning of organizational knowledge at the Jet Propulsion Laboratory (JPL), a US national research laboratory whose mission is planetary exploration and to 'do what no one has done before.' Data collected over 19 weeks of operation were used to assess system performance with respect to design considerations, participation, effectiveness of communication mechanisms, and individual-based learning. These results are discussed in the context of organizational learning research and implications for practice.

Why undertake a pilot in a qualitative PhD study? Lessons learned to promote success.

PubMed

Wray, Jane; Archibong, Uduak; Walton, Sean

2017-01-23

Background Pilot studies can play an important role in qualitative studies. Methodological and practical issues can be shaped and refined by undertaking pilots. Personal development and researchers' competence are enhanced and lessons learned can inform the development and quality of the main study. However, pilot studies are rarely published, despite their potential to improve knowledge and understanding of the research. Aim To present the main lessons learned from undertaking a pilot in a qualitative PhD study. Discussion This paper draws together lessons learned when undertaking a pilot as part of a qualitative research project. Important methodological and practical issues identified during the pilot study are discussed including access, recruitment, data collection and the personal development of the researcher. The resulting changes to the final study are also highlighted. Conclusion Sharing experiences of and lessons learned in a pilot study enhances personal development, improves researchers' confidence and competence, and contributes to the understanding of research. Implications for practice Pilots can be used effectively in qualitative studies to refine the final design, and provide the researcher with practical experience to enhance confidence and competence.

Enhancing Teachers' Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A Two-year Classroom Study

NASA Astrophysics Data System (ADS)

Moreland, Judy; Jones, Alister; Northover, Ann

2001-02-01

This paper reports on a two-year classroom investigation of primary school (Years 1-8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.

Dermatology practice management enhancement: implications for dermatology in the age of managed care.

PubMed

Nestor, M S

2000-09-01

Health care delivery in the United States has changed dramatically during the past 10 years. Dermatologists are faced with challenging changes in the way they learn new skills, practice, and provide dermatologic care. Dermatologists can survive and flourish in this environment if they learn proper management and enhancement skills. These skills include proper coding and documentation, regulatory compliance, and new levels of practice effectiveness and efficiency. Dermatologists can offer also the benefit of cosmetic procedures and ethical office-based dispensing to their patients. Greater future unification of this specialty will allow dermatology to flourish and show its need, efficiency, and cost-effectiveness.

"A golden opportunity": Exploring interprofessional learning and practice in rural clinical settings.

PubMed

Spencer, Judy; Woodroffe, Jessica; Cross, Merylin; Allen, Penny

2015-01-01

Little is known about interprofessional practice (IPP) and interprofessional learning (IPL) in rural health services, despite national funding and continuing emphasis on increasing students' clinical placements in rural areas. This short paper outlines a study in Tasmania, Australia, which investigated how and under what contexts and conditions IPP and IPL occur in rural clinical settings, and the enabling factors and strategies that promote this learning and practice. This study employed a mixed method design comprising focus group discussions and a survey involving health professionals from two rural health services. The findings demonstrate that formal and informal arrangements, the collaborative nature of small, close-knit healthcare teams and patient-centred models of care employed in rural practice settings, provide ideal contexts for IPP and IPL. The study has implications for promoting organisational readiness for IPP and IPL and harnessing the potential of rural services to promote and develop students' interprofessional capability.

Sequence skill learning in persons who stutter: implications for cortico-striato-thalamo-cortical dysfunction.

PubMed

Smits-Bandstra, Sarah; De Nil, Luc F

2007-01-01

The basal ganglia and cortico-striato-thalamo-cortical connections are known to play a critical role in sequence skill learning and increasing automaticity over practice. The current paper reviews four studies comparing the sequence skill learning and the transition to automaticity of persons who stutter (PWS) and fluent speakers (PNS) over practice. Studies One and Two found PWS to have poor finger tap sequencing skill and nonsense syllable sequencing skill after practice, and on retention and transfer tests relative to PNS. Studies Three and Four found PWS to be significantly less accurate and/or significantly slower after practice on dual tasks requiring concurrent sequencing and colour recognition over practice relative to PNS. Evidence of PWS' deficits in sequence skill learning and automaticity development support the hypothesis that dysfunction in cortico-striato-thalamo-cortical connections may be one etiological component in the development and maintenance of stuttering. As a result of this activity, the reader will: (1) be able to articulate the research regarding the basal ganglia system relating to sequence skill learning; (2) be able to summarize the research on stuttering with indications of sequence skill learning deficits; and (3) be able to discuss basal ganglia mechanisms with relevance for theory of stuttering.

Health Promotion Practice and Interprofessional Education in Aging: Senior Wellness Fairs.

PubMed

Diwan, Sadhna; Perdue, Megan; Lee, Sang E; Grossman, Brian R

2016-01-01

Senior wellness fairs (SWFs) offer a unique opportunity for community health promotion and interprofessional education (IPE). The authors describe and evaluate the impact of a 3-year, university-community SWF collaboration on interprofessional competencies among students across multiple professional programs. Participation in the SWF enhanced student knowledge and skills in providing health promotion information to older adults in an interprofessional, collaborative setting as indicated by mean scores on the Perceived Learning Outcomes Survey, an instrument developed for this project. Open-ended data highlighted aspects of the SWF that students found most useful (interaction with seniors, community resources, interprofessional learning, and self-awareness) and most challenging (communication barriers, limited opportunity for interaction, and physical environment). Pre- and posttest scores on the Multidisciplinary SWF Practice Learning Quiz, another instrument developed for this project, illustrated improvement in student understanding of other professions and the importance of interprofessional cooperation to promote and maintain healthy aging. Implications and suggestions for structuring learning opportunities that combine community health promotion practice and interprofessional learning are discussed.

An Intervention in Literacy in Three Pacific Nations: Implications of a Context Specific Approach to Co-Design

ERIC Educational Resources Information Center

Jesson, Rebecca N.; Spratt, Rebecca

2017-01-01

In this paper, we consider the implications of a commitment to acknowledging the role of context within a research practice partnership. We outline the approach to doing so within a design-based research intervention with 42 schools across three Pacific Island countries to improve literacy learning and language development. In doing so, the paper…

A safety mechanism for observational learning.

PubMed

Badets, Arnaud; Boutin, Arnaud; Michelet, Thomas

2018-04-01

This empirical article presents the first evidence of a "safety mechanism" based on an observational-learning paradigm. It is accepted that during observational learning, a person can use different strategies to learn a motor skill, but it is unknown whether the learner is able to circumvent the encoding of an uncompleted observed skill. In this study, participants were tested in a dyadic protocol in which an observer watched a participant practicing two different motor sequences during a learning phase. During this phase, one of the two motor sequences was interrupted by a stop signal that precluded motor learning. The results of the subsequent retention test revealed that both groups learned the two motor sequences, but only the physical practice group showed worse performance for the interrupted sequence. The observers were consequently able to use a safety strategy to learn both sequences equally. Our findings are discussed in light of the implications of the action observation network for sequence learning and the cognitive mechanisms of error-based observation.

Clarifying assumptions to enhance our understanding and assessment of clinical reasoning.

PubMed

Durning, Steven J; Artino, Anthony R; Schuwirth, Lambert; van der Vleuten, Cees

2013-04-01

Deciding on a diagnosis and treatment is essential to the practice of medicine. Developing competence in these clinical reasoning processes, commonly referred to as diagnostic and therapeutic reasoning, respectively, is required for physician success. Clinical reasoning has been a topic of research for several decades, and much has been learned. However, there still exists no clear consensus regarding what clinical reasoning entails, let alone how it might best be taught, how it should be assessed, and the research and practice implications therein.In this article, the authors first discuss two contrasting epistemological views of clinical reasoning and related conceptual frameworks. They then outline four different theoretical frameworks held by medical educators that the authors believe guide educators' views on the topic, knowingly or not. Within each theoretical framework, the authors begin with a definition of clinical reasoning (from that viewpoint) and then discuss learning, assessment, and research implications. The authors believe these epistemologies and four theoretical frameworks also apply to other concepts (or "competencies") in medical education.The authors also maintain that clinical reasoning encompasses the mental processes and behaviors that are shared (or evolve) between the patient, physician, and the environment (i.e., practice setting). Clinical reasoning thus incorporates components of all three factors (patient, physician, environment). The authors conclude by outlining practical implications and potential future areas for research.

Powered mobility intervention: understanding the position of tool use learning as part of implementing the ALP tool.

PubMed

Nilsson, Lisbeth; Durkin, Josephine

2017-10-01

To explore the knowledge necessary for adoption and implementation of the Assessment of Learning Powered mobility use (ALP) tool in different practice settings for both adults and children. To consult with a diverse population of professionals working with adults and children, in different countries and various settings; who were learning about or using the ALP tool, as part of exploring and implementing research findings. Classical grounded theory with a rigorous comparative analysis of data from informants together with reflections on our own rich experiences of powered mobility practice and comparisons with the literature. A core category learning tool use and a new theory of cognizing tool use, with its interdependent properties: motivation, confidence, permissiveness, attentiveness and co-construction has emerged which explains in greater depth what enables the application of the ALP tool. The scientific knowledge base on tool use learning and the new theory conveys the information necessary for practitioner's cognizing how to apply the learning approach of the ALP tool in order to enable tool use learning through powered mobility practice as a therapeutic intervention in its own right. This opens up the possibility for more children and adults to have access to learning through powered mobility practice. Implications for rehabilitation Tool use learning through powered mobility practice is a therapeutic intervention in its own right. Powered mobility practice can be used as a rehabilitation tool with individuals who may not need to become powered wheelchair users. Motivation, confidence, permissiveness, attentiveness and co-construction are key properties for enabling the application of the learning approach of the ALP tool. Labelling and the use of language, together with honing observational skills through viewing video footage, are key to developing successful learning partnerships.

The Importance of Relational Coordination and Reciprocal Learning for Chronic Illness Care within Primary Care Teams

PubMed Central

Noël, Polly Hitchcock; Lanham, Holly J.; Palmer, Ray F.; Leykum, Luci K.; Parchman, Michael L.

2012-01-01

Background Recent research from a complexity theory perspective suggests that implementation of complex models of care, such as the Chronic Care Model (CCM), requires strong relationships and learning capacities among primary care teams. Purposes Our primary aim was to assess the extent to which practice member perceptions of relational coordination and reciprocal learning were associated with the presence of CCM elements in community-based primary care practices. Methodology/Approach We used baseline measures from a cluster randomized controlled trial testing a practice facilitation intervention to implement the CCM and improve risk factor control for patients with type 2 diabetes in small primary care practices. Practice members (i.e., physicians, non-physician providers, and staff) completed baseline assessments, which included the Relational Coordination Scale, Reciprocal Learning Scale, and the Assessment of Chronic Illness Care (ACIC) survey, along with items assessing individual and clinic characteristics. To assess the association between Relational Coordination, Reciprocal Learning, and ACIC, we used a series of hierarchical linear regression models accounting for clustering of individual practice members within clinics and controlling for individual- and practice-level characteristics, and tested for mediation effects. Findings 283 practice members from 39 clinics completed baseline measures. Relational Coordination scores were significantly and positively associated with ACIC scores (Model 1). When Reciprocal Learning was added, Relational Coordination remained a significant yet notably attenuated predictor of ACIC (Model 2). The mediation effect was significant (z = 9.3, p<.01); 24% of the association between Relational Coordination and ACIC scores was explained by Reciprocal Learning. Of the individual and practice level covariates included in Model 3, only the presence of an electronic medical record was significant; Relational Coordination and Reciprocal Learning remained significant independent predictors of ACIC. Practice Implications Efforts to implement complex models of care should incorporate strategies to strengthen relational coordination and reciprocal learning among team members. PMID:22310483

Adult Literacy, Numeracy and Language: Policy, Practice and Research

ERIC Educational Resources Information Center

Tett, Lyn, Ed.; Hamilton, Mary, Ed.; Hillier, Yvonne, Ed.

2006-01-01

This book explores the social practice of literacy, numeracy and language and its implications for teaching and learning adult basic skills. Leading international experts argue that literacy, numeracy and language are more than just a set of skills or techniques, but are shaped by the social and cultural context within which they are taking place;…

The Teacher-Community of Practice-Student Interaction in the New Zealand Technology Classroom

ERIC Educational Resources Information Center

Slatter, Wendy; France, Bev

2011-01-01

In New Zealand in order to provide authentic learning experiences teachers are counselled to access Communities of Practice (CoP) (Ministry of Education 2007). This research provides information about teachers' interactions with CoPs and the implication of this access on their pedagogy. A range of interactions occurred which was influenced by how…

Non-Traditional Students and Critical Pedagogy: Transformative Practice and the Teaching of Criminal Law

ERIC Educational Resources Information Center

Menis, Susanna

2017-01-01

This article explores the practical implication of adopting critical pedagogy, and more specifically critical legal pedagogy, in the teaching of non-traditional students in higher education context. It is based on the teaching of criminal law at Birkbeck School of Law, addressing learning tasks which have been designed to enhance students'…

Developing the Therapeutic Potential of Embodied Cognition and Metaphors in Nature-Based Therapy: Lessons from Theory to Practice

ERIC Educational Resources Information Center

Corazon, Sus S.; Schilhab, Theresa S. S.; Stigsdotter, Ulrika K.

2011-01-01

This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment.…

Teaching Practice in the 21st Century: Emerging Trends, Challenges and Opportunities

ERIC Educational Resources Information Center

Jansen, Cecelia; van der Merwe, Petro

2015-01-01

Digital technology for teaching practice students means the ability of student teachers to use digital artefacts as integral part of their pedagogical content knowledge. Student teachers need to be also aware of what implications this has for teaching and learning strategies plus the building aspects in the lesson presentation. A new approach to…

Rapid-Learning System for Cancer Care

PubMed Central

Abernethy, Amy P.; Etheredge, Lynn M.; Ganz, Patricia A.; Wallace, Paul; German, Robert R.; Neti, Chalapathy; Bach, Peter B.; Murphy, Sharon B.

2010-01-01

Compelling public interest is propelling national efforts to advance the evidence base for cancer treatment and control measures and to transform the way in which evidence is aggregated and applied. Substantial investments in health information technology, comparative effectiveness research, health care quality and value, and personalized medicine support these efforts and have resulted in considerable progress to date. An emerging initiative, and one that integrates these converging approaches to improving health care, is “rapid-learning health care.” In this framework, routinely collected real-time clinical data drive the process of scientific discovery, which becomes a natural outgrowth of patient care. To better understand the state of the rapid-learning health care model and its potential implications for oncology, the National Cancer Policy Forum of the Institute of Medicine held a workshop entitled “A Foundation for Evidence-Driven Practice: A Rapid-Learning System for Cancer Care” in October 2009. Participants examined the elements of a rapid-learning system for cancer, including registries and databases, emerging information technology, patient-centered and -driven clinical decision support, patient engagement, culture change, clinical practice guidelines, point-of-care needs in clinical oncology, and federal policy issues and implications. This Special Article reviews the activities of the workshop and sets the stage to move from vision to action. PMID:20585094

Pre-Service Teachers' Attitudes toward Education for Sustainability and Its Relevance to Their Learning: Implications for Pedagogical Practice

ERIC Educational Resources Information Center

Tomas, Louisa; Girgenti, Sarah; Jackson, Cliff

2017-01-01

The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant…

Where Should People with Dementia Live? Using the Views of Service Users to Inform Models of Care

ERIC Educational Resources Information Center

Forbat, Liz; Wilkinson, Heather

2008-01-01

This paper reports on research that illuminates how people with a learning disability understand dementia and indicates the implications of these understandings for developing appropriate models of care. As this new policy and practice area struggles to provide appropriate and effective models of care for people with a learning disability and…

Using Self-Efficacy to Assess the Readiness of Nursing Educators and Students for Mobile Learning

ERIC Educational Resources Information Center

Kenny, Richard F.; Van Neste-Kenny, Jocelyne M. C.; Burton, Pamela A.; Park, Caroline L.; Qayyum, Adnan

2012-01-01

The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing…

Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

ERIC Educational Resources Information Center

Wilson, Sarah Beth; Varma-Nelson, Pratibha

2016-01-01

Peer-led team learning (PLTL) research has expanded from its roots in program evaluation of student success measures in Workshop Chemistry to a spectrum of research questions and qualitative, quantitative, and mixed methods study approaches. In order to develop recommendations for PLTL research and propose best practices for faculty who will…

The Future of the Curriculum: School Knowledge in the Digital Age. MacArthur Foundation Reports on Digital Media and Learning

ERIC Educational Resources Information Center

Williamson, Ben

2013-01-01

Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that…

The Longitudinal Study of Adult Learning: Challenging Assumptions. Research Brief. Perspectives on Literacy and Essential Skills

ERIC Educational Resources Information Center

Reder, Stephen

2012-01-01

Professor Stephen Reder presented the Longitudinal Study of Adult Learning (LSAL) at The Centre's 2011 Fall Institute--IALS: Its Meaning and Impact for Policy and Practice--whose findings had implications far beyond assessment. Based on evidence from the ten-year study of more than a thousand adult high school drop-outs, Dr. Reder challenges many…

Explainers' development of science-learner identities through participation in a community of practice

NASA Astrophysics Data System (ADS)

Richardson, Anne E.

The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice.

Learning to reason: a journey of professional socialisation.

PubMed

Ajjawi, Rola; Higgs, Joy

2008-05-01

One of the key attributes that health professional students and new graduates develop during professional socialisation is clinical reasoning ability. Clinical reasoning is a complex skill that is essential for professional practice. There is limited research specifically addressing how physiotherapists learn to reason in the workplace. The research reported in this paper addressed this gap by investigating how experienced physiotherapists learned to reason in daily practice. This learning journey was examined in the context of professional socialisation. A hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated, semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants' learning journeys were diverse, although certain episodes of learning were common or similar. Role models, mentors and colleagues were found to be influential in the development of reasoning. An important implication for the professional socialisation of physiotherapists and other health professionals and for those involved in practice development is the need to recognise and enhance the role of practice communities in the explicit learning of clinical reasoning skills.

Work-based learning: challenges and opportunities.

PubMed

Gallagher, Ann; Holland, Lesley

This article discusses some of the challenges and opportunities arising from the development and implementation of an innovative work-based open and distance learning programme available exclusively to healthcare assistants working in general health and mental health practice. The programme is based on a partnership between the sponsoring organisation and the Open University. The focus is on the development of standards of proficiency, service user involvement, partnership working, skills development and the pedagogic implications of a work-based learning format.

Sociomateriality in medical practice and learning: attuning to what matters.

PubMed

Fenwick, Tara

2014-01-01

In current debates about professional practice and education, increasing emphasis is placed on understanding learning as a process of ongoing participation rather than one of acquiring knowledge and skills. However, although this socio-cultural view is important and useful, issues have emerged in studies of practice-based learning that point to certain oversights. Three issues are described here: (i) the limited attention paid to the importance of materiality - objects, technologies, nature, etc.-- in questions of learning; (ii) the human-centric view of practice that fails to note the relations among social and material forces, and (iii) the conflicts between ideals of evidence-based standardised models and the sociomaterial contingencies of clinical practice. It is argued here that a socio-material approach to practice and learning offers important insights for medical education. This view is in line with a growing field of research in the materiality of everyday life, which embraces wide-ranging families of theory that can be only briefly mentioned in this short paper. The main premise they share is that social and material forces, culture, nature and technology, are enmeshed in everyday practice. Objects and humans act upon one another in ways that mutually transform their characteristics and activity. Examples from research in medical practice show how materials actively influence clinical practice, how learning itself is a material matter, how protocols are in fact temporary sociomaterial achievements, and how practices form unique and sometimes conflicting sociomaterial worlds, with diverse diagnostic and treatment approaches for the same thing. This discussion concludes with implications for learning in practice. What is required is a shift from an emphasis on acquiring knowledge to participating more wisely in particular situations. This focus is on learning how to attune to minor material fluctuations and surprises, how to track one's own and others' effects on 'intra-actions' and emerging effects, and how to improvise solutions. © 2013 John Wiley & Sons Ltd.

The transition to increased automaticity during finger sequence learning in adult males who stutter.

PubMed

Smits-Bandstra, Sarah; De Nil, Luc; Rochon, Elizabeth

2006-01-01

The present study compared the automaticity levels of persons who stutter (PWS) and persons who do not stutter (PNS) on a practiced finger sequencing task under dual task conditions. Automaticity was defined as the amount of attention required for task performance. Twelve PWS and 12 control subjects practiced finger tapping sequences under single and then dual task conditions. Control subjects performed the sequencing task significantly faster and less variably under single versus dual task conditions while PWS' performance was consistently slow and variable (comparable to the dual task performance of control subjects) under both conditions. Control subjects were significantly more accurate on a colour recognition distracter task than PWS under dual task conditions. These results suggested that control subjects transitioned to quick, accurate and increasingly automatic performance on the sequencing task after practice, while PWS did not. Because most stuttering treatment programs for adults include practice and automatization of new motor speech skills, findings of this finger sequencing study and future studies of speech sequence learning may have important implications for how to maximize stuttering treatment effectiveness. As a result of this activity, the participant will be able to: (1) Define automaticity and explain the importance of dual task paradigms to investigate automaticity; (2) Relate the proposed relationship between motor learning and automaticity as stated by the authors; (3) Summarize the reviewed literature concerning the performance of PWS on dual tasks; and (4) Explain why the ability to transition to automaticity during motor learning may have important clinical implications for stuttering treatment effectiveness.

Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators

PubMed Central

Peer, Kimberly S.; McClendon, Ronald C.

2002-01-01

Objective: To discuss cognitive and sociocultural learning theory literature related to athletic training instructional and evaluation strategies while providing support for the application of these practices in the didactic and clinical components of athletic training education programs. Data Sources: We searched Educational Resources Information Center (ERIC) and Education Abstracts from 1975–2001 using the key words social cognitive, sociocultural learning theory, constructivism, and athletic training education. Current literature in the fields of educational psychology and athletic training education provides the foundation for applying theory to practice with specific emphasis on the theoretic framework and application of sociocultural learning theory strategies in athletic training education. Data Synthesis: Athletic training educators must have a strong fundamental knowledge of learning theory and a commitment to incorporate theory into educational practice. We integrate literature from both fields to generate practical strategies for using sociocultural learning theory in athletic training education. Conclusions/Recommendations: Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and goal-oriented environment with the student at the center of the educational process. Although a shift exists in athletic training education toward more active instructional strategies with the implementation of competency-based education, many educational environments are still dominated by traditional didactic instructional methods promoting student passivity. As athletic training education programs strive to increase accountability, educators in the field must critically analyze teaching and evaluation methods and integrate new material to ensure that learning is maximized. PMID:12937534

Toward a neural basis for peer-interaction: what makes peer-learning tick?

PubMed Central

Clark, Ian; Dumas, Guillaume

2015-01-01

Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The “two-body” and “second person” approaches have begun to explore the “dark matter” of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment, or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the “intrinsic” motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives. PMID:25713542

Women's self-perception and self-care practice: implications for health care delivery.

PubMed

Mendias, E P; Clark, M C; Guevara, E B

2001-01-01

Mexican American women experience unique health care needs related to integration of Mexican and American cultures. To learn how to better promote self-care practices and service utilization in women of Mexican origin living in Texas, researchers used a qualitative approach to interview a convenience sample of 11 low-income women attending a health clinic. Researchers collected narrative data about the women's perceptions of health, wellness, and self-care. Using the matrix approach described by Miles and Huberman, we organized findings around women's roles, including participants' descriptions of themselves, their health and wellness awareness, self-care practices for health/illness and wellness/nonwellness, barriers to self-care, origin of self-care practices, and perceptions of life control. Implications for health planning and service delivery are presented.

Speech sequence skill learning in adults who stutter.

PubMed

Bauerly, Kim R; De Nil, Luc F

2011-12-01

The present study compared the ability of 12 people who stutter (PWS) and 12 people who do not stutter (PNS) to consolidate a novel sequential speech task. Participants practiced 100 repetitions of a single, monosyllabic, nonsense word sequence during an initial practice session and returned 24-h later to perform an additional 50 repetitions. Results showed significantly slower sequence durations in the PWS compared to PNS following extensive practice and consolidation. However, the hypothesis that poor performance gains in PWS compared to PNS during practice would be maintained following a 24-h consolidation period was not supported. Further descriptive analysis revealed large within group differences in PWS which to some extent were attributed to a subgroup of PWS who failed to show any improvements in performance following practice or consolidation. The results and the possible presence of subgroups of PWS are discussed with regard to their limitations in motor learning abilities. The reader will be able to (1) explain the difference between practice and learning, (2) define consolidation and explain the importance of measuring performance following a consolidation period, (3) understand past research on PWS' performance during both speech and nonspeech motor tasks, and (4) explain why individual differences in practice effects and learning may have important implications for client variability in treatment outcome. Copyright © 2011 Elsevier Inc. All rights reserved.

The ergonomics of learning: educational design and learning performance.

PubMed

Smith, T J

2007-10-01

The application of ergonomics/human factors (E/HF) principles and practices, and the implementation of ergonomics programmes, have achieved proven success in improving performance, productivity, competitiveness, and safety and health in most occupational sectors. However, the benefits that the application of E/HF science might bring to promoting student learning have yet to be widely recognized. This paper deals with the fundamental purpose of education - student learning - and with the question of how the ergonomic design of the learning environment influences learning performance. The underlying premise, embodied in the quote below, is that student learning performance to a substantial degree is context specific - influenced and specialized in relation to specific design factors in the learning environment. The basic scientific question confronting learning ergonomics is which design characteristics in the learning environment have the greatest influence on variability in learning performance. Practically, the basic challenge is to apply this scientific understanding to ergonomic interventions directed at design improvements of learning environments to benefit learning. This paper expands upon these themes by addressing the origins and scope of learning ergonomics, differing perspectives on the nature of learning, evidence for context specificity in learning and conclusions and research implications regarding an ergonomics perspective on learning.

Work-based learning: a leadership development example from an action research study of shared governance implementation.

PubMed

Williamson, Tracey

2005-11-01

An empowering action research study was undertaken to evaluate and strengthen the implementation of shared governance. One aim was to identify factors that acted as aids or barriers to effective decision-making by clinical leaders. As a work-based learning approach, action research was expected to lead to integration of learning into practice by researcher and participants alike. Shared governance replaces traditional hierarchies and requires and develops clinical leaders. Strategies are needed to maximize learning from introduction of such initiatives at the individual, group and organizational level. Participant-observations and interviews were undertaken with shared governance council members from one model in north-west England. Leadership skills and knowledge and shared governance practices were significantly enhanced. Preparation for council roles was considered inadequate. Increased structured time for reflection and action planning was indicated. Implementation of shared governance has succeeded in developing leadership capacity. Evaluation findings have led to improvements in the overall shared governance model. Action research has been found to have great utility at optimizing work-based learning. Nurse Managers need to develop their coaching and facilitating skills and recognize there is no "quick fix" for developing clinical leaders. Implications include the need to support learners in identifying and implementing changes arising from work-based learning activities, the significant resource implications and the need to optimize the organizational climate if work-based learning approaches to leadership and management development are to succeed.

Learning to teach in a coteaching community of practice

NASA Astrophysics Data System (ADS)

Gallo-Fox, Jennifer

2009-12-01

As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom contexts. In different classrooms, there were markedly different constructions of teacher practice and participant roles. The implementation of the coteaching model also resulted in the creation of an interconnected network of colleagues. In the resulting learning community, coteachers supported one another's developing practice and critically examined their shared practice.

(How) do we learn from errors? A prospective study of the link between the ward's learning practices and medication administration errors.

PubMed

Drach-Zahavy, A; Somech, A; Admi, H; Peterfreund, I; Peker, H; Priente, O

2014-03-01

Attention in the ward should shift from preventing medication administration errors to managing them. Nevertheless, little is known in regard with the practices nursing wards apply to learn from medication administration errors as a means of limiting them. To test the effectiveness of four types of learning practices, namely, non-integrated, integrated, supervisory and patchy learning practices in limiting medication administration errors. Data were collected from a convenient sample of 4 hospitals in Israel by multiple methods (observations and self-report questionnaires) at two time points. The sample included 76 wards (360 nurses). Medication administration error was defined as any deviation from prescribed medication processes and measured by a validated structured observation sheet. Wards' use of medication administration technologies, location of the medication station, and workload were observed; learning practices and demographics were measured by validated questionnaires. Results of the mixed linear model analysis indicated that the use of technology and quiet location of the medication cabinet were significantly associated with reduced medication administration errors (estimate=.03, p<.05 and estimate=-.17, p<.01 correspondingly), while workload was significantly linked to inflated medication administration errors (estimate=.04, p<.05). Of the learning practices, supervisory learning was the only practice significantly linked to reduced medication administration errors (estimate=-.04, p<.05). Integrated and patchy learning were significantly linked to higher levels of medication administration errors (estimate=-.03, p<.05 and estimate=-.04, p<.01 correspondingly). Non-integrated learning was not associated with it (p>.05). How wards manage errors might have implications for medication administration errors beyond the effects of typical individual, organizational and technology risk factors. Head nurse can facilitate learning from errors by "management by walking around" and monitoring nurses' medication administration behaviors. Copyright © 2013 Elsevier Ltd. All rights reserved.

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.

Adolescents' Engagement with Web 2.0 and Social Media: Research, Theory, and Practice

ERIC Educational Resources Information Center

Alvermann, Donna E.; Hutchins, Rhett J.; McDevitt, Rena

2012-01-01

Young people's interests in 21st century texts and the literacy practices that play out in Web 2.0 spaces have implications for classroom teachers and teacher educators. In the digitally mediated world in which we live, boundaries between formal and informal learning from an earlier time are breaking down, thus making room for new ways of…

Examining Mathematics Mentor Teachers' Practices in Professional Development Courses on Teaching Data Analysis: Implications for Mentor Teachers' Programs

ERIC Educational Resources Information Center

Kuzle, Ana; Biehler, Rolf

2015-01-01

In this paper, we report on the training practices of 12 mathematics mentor teachers who developed and implemented five short professional development courses after participating in a 5-month continuous professional development course "Competence-oriented teaching and learning of data analysis." The intention of this course was to deepen…

The Relation between Early Childhood Teachers' Conceptualization of "Play" and Their Practice: Implication for the Process of Learning to Teach

ERIC Educational Resources Information Center

Cheng, Doris Pui-Wah

2012-01-01

For centuries, educators and psychologists have advocated "play" as the ideal activity for the development of young children. Actually, play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world. However, the quality of play-based pedagogy is becoming a key concern across…

Learning Barriers among Grade 6 Pupils Attending Rural Schools in Uganda: Implications to Policy and Practice

ERIC Educational Resources Information Center

Hungi, Njora; Ngware, Moses; Mahuro, Gerald; Muhia, Nelson

2017-01-01

The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of…

Characteristics of Limited English Proficient Hispanic Students in Programs for the Learning Disabled: Implications for Policy, Practice and Research. Part I. Report Summary.

ERIC Educational Resources Information Center

Ortiz, Alba A., Ed.; Polyzoi, Eleoussa, Ed.

An exploratory and descriptive study is reviewed which examined the identification and placement of 334 limited English proficient Hispanic students (grades 2-5) in learning disability programs. Ss' eligibility folders were examined to determine why they had been referred initially, how they were assessed, and to document the initial placement…

Comparative Analysis of Microsoft Package (MSP) Competence among Teacher Trainee Students in Botswana and Nigeria: Implications for Curriculum Practices

ERIC Educational Resources Information Center

Ogwu, Edna Nwanyiuzor; Ogwu, Francis Chibuzor

2016-01-01

Most school curriculum is thwarted at the implementation level as a result of poor utilization of innovative Microsoft packages (MSP) for learning. The purpose of this study therefore is to determine the extent of utilization of innovative MSP for learning between teacher trainee students (TTSs) from Botswana and Nigeria, as well as their…

A new vision for distance learning and continuing medical education.

PubMed

Harden, Ronald M

2005-01-01

Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self-assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer learning. The educational philosophy is "just-for-you" learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and "just-in-time" learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.

Summer learning and its implications: insights from the Beginning School Study.

PubMed

Alexander, Karl L; Entwisle, Doris R; Olson, Linda Steffel

2007-01-01

There is perhaps no more pressing issue in school policy today than the achievement gap across social lines. Achievement differences between well-to-do children and poor children and between disadvantaged racial and ethnic minorities and majority whites are large when children first begin school, and they increase over time. Despite years of study and an abundance of good intentions, these patterned achievement differences persist, but who is responsible, and how are schools implicated? The increasing gap seems to suggest that schools are unable to equalize educational opportunity or, worse still, that they actively handicap disadvantaged children. But a seasonal perspective on learning yields a rather different impression. Comparing achievement gains separately over the school year and the summer months reveals that much of the achievement gap originates over the summer period, when children are not in school. The authors review Beginning School Study research on differential summer learning across social lines (that is, by family socioeconomic level) and its implications for later schooling outcomes, including high school curriculum placements, high school dropout, and college attendance. These studies document the extent to which these large summer learning differences impede the later educational progress of children of low socioeconomic status. Practical implications are discussed, including the need for early and sustained interventions to prevent the achievement gap from opening wide in the first place and for high-quality summer programming focused on preventing differential summer learning loss.

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

NASA Astrophysics Data System (ADS)

Zhai, Junqing; Tan, Aik-Ling

2015-12-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers can play the role of (1) dispenser of knowledge (giver), (2) mentor of learning (advisor), (3) monitor of students' activities (police), and (4) partner in inquiry (colearner). These roles are dynamic, and while teachers show a preference for one of the four roles, factors such as the nature of the task, the types of students, as well as the availability of time and resources affect the role that teachers adopt. The roles that teachers play in the classroom have implications for the practice of science as inquiry in the classroom as well as the identities that teachers and students form in the science learning process.

Putting Cognitive Science behind a Statistics Teacher's Intuition

ERIC Educational Resources Information Center

Jones, Karrie A.; Jones, Jennifer L.; Vermette, Paul J.

2011-01-01

Recent advances in cognitive science have led to an enriched understanding of how people learn. Using a framework presented by Willingham, this article examines instructional best practice from the perspective of conceptual understanding and its implications on statistics education.

A CAL-Based Undergraduate Genetics Course.

ERIC Educational Resources Information Center

Garbutt, K.; And Others

1979-01-01

Describes a second-year undergraduate practical course in quantitative genetics and biometrics, based upon computer-assisted learning (CAL); and discusses the educational benefits of the course, some problems encountered, and some implications of the extensive use of CAL. (Author/CMV)

Implications of complex adaptive systems theory for interpreting research about health care organizations.

PubMed

Jordon, Michelle; Lanham, Holly Jordan; Anderson, Ruth A; McDaniel, Reuben R

2010-02-01

Data about health care organizations (HCOs) are not useful until they are interpreted. Such interpretations are influenced by the theoretical lenses used by the researcher. Our purpose was to suggest the usefulness of theories of complex adaptive systems (CASs) in guiding research interpretation. Specifically, we addressed two questions: (1) What are the implications for interpreting research observations in HCOs of the fact that we are observing relationships among diverse agents? (2) What are the implications for interpreting research observations in HCOs of the fact that we are observing relationships among agents that learn? We defined diversity and learning and the implications of the non-linear relationships among agents from a CAS perspective. We then identified some common analytical practices that were problematic and may lead to conceptual and methodological errors. Then we described strategies for interpreting the results of research observations. We suggest that the task of interpreting research observations of HCOs could be improved if researchers take into account that the systems they study are CASs with non-linear relationships among diverse, learning agents. Our analysis points out how interpretation of research results might be shaped by the fact that HCOs are CASs. We described how learning is, in fact, the result of interactions among diverse agents and that learning can, by itself, reduce or increase agent diversity. We encouraged researchers to be persistent in their attempts to reason about complex systems and learn to attend not only to structures, but also to processes and functions of complex systems.

Developing a physics expert identity in a biophysics research group

NASA Astrophysics Data System (ADS)

Rodriguez, Idaykis; Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird H.

2015-06-01

We investigate the development of expert identities through the use of the sociocultural perspective of learning as participating in a community of practice. An ethnographic case study of biophysics graduate students focuses on the experiences the students have in their research group meetings. The analysis illustrates how the communities of practice-based identity constructs of competencies characterize student expert membership. A microanalysis of speech, sound, tones, and gestures in video data characterize students' social competencies in the physics community of practice. Results provide evidence that students at different stages of their individual projects have opportunities to develop social competencies such as mutual engagement, negotiability of the repertoire, and accountability to the enterprises as they interact with group members. The biophysics research group purposefully designed a learning trajectory including conducting research and writing it for publication in the larger community of practice as a pathway to expertise. The students of the research group learn to become socially competent as specific experts of their project topic and methodology, ensuring acceptance, agency, and membership in their community of practice. This work expands research on physics expertise beyond the cognitive realm and has implications for how to design graduate learning experiences to promote expert identity development.

The middle-class nature of identity and its implications for education: a genealogical analysis and reevaluation of a culturally and historically bounded concept.

PubMed

Matusov, Eugene; Smith, Mark Philip

2012-09-01

We consider identity as a historically emerging discourse that requires genealogical analysis - not to discover the roots of our identity but to commit [ourselves] to its dissipation (Foucault 1977, p. 162). We suggest analyzing identity through the history of socio-economic classes, their life struggles, ambitions, development, and reproduction. We see learning not as a project of transformation of identity, but rather as developing access to socially valuable practices and developing one's own voice within these practices (through addressing and responding to other voices). The access and voice projects free agents from unnecessary finalization and objectivization by oneself and others (Bakhtin 1999; Bakhtin 1990). In education, we should develop indigenous discourses of learning and develop a conceptual framework that makes analysis of diverse discourses possible. We argue that learning, as transformation of participation in a sociocultural practice to gain more access, is a better conceptual framework than learning as transformation of identity.

Exploring How Korean Teacher's Attitudes and Self-Efficacy for Using Inquiry and Language Based Teaching Practices Impacts Learning for Culturally and Linguistically Diverse Students: Implications for Science Teacher Education

ERIC Educational Resources Information Center

Park, Jennifer; Chu, Hye-Eun; Martin, Sonya N.

2016-01-01

Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully…

Ways of dealing with science learning: a study based on Swedish early childhood education practice

NASA Astrophysics Data System (ADS)

Gustavsson, Laila; Jonsson, Agneta; Ljung-Djärf, Agneta; Thulin, Susanne

2016-07-01

The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0-5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children's perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers' approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children's perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

Work-based learning in health care environments.

PubMed

Spouse, J

2001-03-01

In reviewing contemporary literature and theories about work-based learning, this paper explores recent trends promoting life-long learning. In the process the paper reviews and discusses some implications of implementing recent policies and fostering le arning in health care practice settings. Recent Government policies designed to provide quality health care services and to improve staffing levels in the nursing workforce, have emphasized the importance of life-long learning whilst learning-on-the-job and the need to recognize and credit experiential learning. Such calls include negotiation of personal development plans tailored to individual educational need and context-sensitive learning activities. To be implemented effectively, this policy cann ot be seen as a cheap option but requires considerable financial resourcing for preparation of staff and the conduct of such activities. Successful work-based learning requires investment in staff at all levels as well as changes to staffing structures in organizations and trusts; changes designed to free people up to work and learn collaboratively. Creating an organizational environment where learning is prized depends upon a climate of trust; a climate where investigation and speculation are fostered and where time is protected for engaging in discussions about practice. Such a change may be radical for many health care organizations and may require a review of current policies and practices ensuring that they include education at all levels. The nature of such education also requires reconceptualizing. In the past, learning in practice settings was seen as formal lecturing or demonstration, and relied upon behaviourist principles of learning. Contemporary thinking suggests effective learning in work-settings is multi-faceted and draws on previously acquired formal knowledge, contextualizes it and moulds it according to situations at hand. Thinking about work-based learning in this way raises questions about how such learning can be supported and facilitated.

Determinism and Underdetermination in Genetics: Implications for Students' Engagement in Argumentation and Epistemic Practices

NASA Astrophysics Data System (ADS)

Jiménez-Aleixandre, María Pilar

2014-02-01

In the last two decades science studies and science education research have shifted from an interest in products (of science or of learning), to an interest in processes and practices. The focus of this paper is on students' engagement in epistemic practices (Kelly in Teaching scientific inquiry: Recommendations for research and implementation. Sense Publishers, Rotterdam, pp 99-117, 2008), or on their practical epistemologies (Wickman in Sci Educ 88(3):325-344, 2004). In order to support these practices in genetics classrooms we need to take into account domain-specific features of the epistemology of genetics, in particular issues about determinism and underdetermination. I suggest that certain difficulties may be related to the specific nature of causality in genetics, and in particular to the correspondence between a given set of factors and a range of potential effects, rather than a single one. The paper seeks to bring together recent developments in the epistemology of biology and of genetics, on the one hand, with science education approaches about epistemic practices, on the other. The implications of these perspectives for current challenges in learning genetics are examined, focusing on students' engagement in epistemic practices, as argumentation, understood as using evidence to evaluate knowledge claims. Engaging in argumentation in genetics classrooms is intertwined with practices such as using genetics models to build explanations, or framing genetics issues in their social context. These challenges are illustrated with studies making part of our research program in the USC.

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

PubMed

Tournaki, Nelly

2003-01-01

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

Neuroimaging studies of practice-related change: fMRI and meta-analytic evidence of a domain-general control network for learning.

PubMed

Chein, Jason M; Schneider, Walter

2005-12-01

Functional magnetic resonance imaging and a meta-analysis of prior neuroimaging studies were used to characterize cortical changes resulting from extensive practice and to evaluate a dual-processing account of the neural mechanisms underlying human learning. Three core predictions of the dual processing theory are evaluated: 1) that practice elicits generalized reductions in regional activity by reducing the load on the cognitive control mechanisms that scaffold early learning; 2) that these control mechanisms are domain-general; and 3) that no separate processing pathway emerges as skill develops. To evaluate these predictions, a meta-analysis of prior neuroimaging studies and a within-subjects fMRI experiment contrasting unpracticed to practiced performance in a paired-associate task were conducted. The principal effect of practice was found to be a reduction in the extent and magnitude of activity in a cortical network spanning bilateral dorsal prefrontal, left ventral prefrontal, medial frontal (anterior cingulate), left insular, bilateral parietal, and occipito-temporal (fusiform) areas. These activity reductions are shown to occur in common regions across prior neuroimaging studies and for both verbal and nonverbal paired-associate learning in the present fMRI experiment. The implicated network of brain regions is interpreted as a domain-general system engaged specifically to support novice, but not practiced, performance.

Exploring Instructional Strategies and Learning Theoretical Foundations of eHealth and mHealth Education Interventions.

PubMed

Tamim, Suha R; Grant, Michael M

2016-05-19

This qualitative study aimed at exploring how health professionals use theories and models from the field of education to create ehealth and mhealth education interventions in an effort to provide insights for future research and practice on the development and implementation of health promotion initiatives. A purposeful sample of 12 participants was selected, using criterion and snowballing sampling strategies. Data were collected and analyzed from semistructured interviews, planning materials, and artifacts. The findings revealed that none of the participants used a specific learning theory or an instructional model in their interventions. However, based on participants' description, three themes emerged: (1) connections to behaviorist approaches to learning, (2) connections to cognitivist approaches to learning, and (3) connections to constructivist approaches to learning. Suggested implications for practice are (1) the design of a guidebook on the interplay of learning theories, instructional models, and health education and (2) the establishment of communities of practice. Further research can (1) investigate how learning theories and models intertwine with health behavior theories and models, (2) evaluate how the different instructional strategies presented in this study affect learning outcomes and health behavior change processes, and (3) investigate factors behind the instructional strategies choices made by health professionals. © 2016 Society for Public Health Education.

A Metasynthesis of the Complementarity of Culturally Responsive and Inquiry-Based Science Education in K-12 Settings: Implications for Advancing Equitable Science Teaching and Learning

ERIC Educational Resources Information Center

Brown, Julie C.

2017-01-01

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K-12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry-based science practices (i.e., science and engineering practices identified in the National Research…

Use of the Emergency First Response Program as a Tool for Teaching English as a Foreign Language: A Discussion

ERIC Educational Resources Information Center

Cordice, Kurt

2009-01-01

This paper discussed both the theoretical and practical implications of using a first aid training course, specifically the Emergency First Response (EFR) program, as a tool for the teaching and practice of English as a Foreign Language (EFL). The conceptual origins of the idea are discusses through comparisons with theories of learning found in…

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

ERIC Educational Resources Information Center

Mentzer, Gale A.; Czerniak, Charlene M.; Brooks, Lisa

2017-01-01

Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to…

An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs

ERIC Educational Resources Information Center

Carter, Lorraine Mary; Beattie, Bev; Caswell, Wenda; Fitzgerald, Scott; Nowrouzi, Behdin

2016-01-01

In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study,…

Web 2.0 in Computer-Assisted Language Learning: A Research Synthesis and Implications for Instructional Design and Educational Practice

ERIC Educational Resources Information Center

Parmaxi, Antigoni; Zaphiris, Panayiotis

2017-01-01

This study explores the research development pertaining to the use of Web 2.0 technologies in the field of Computer-Assisted Language Learning (CALL). Published research manuscripts related to the use of Web 2.0 tools in CALL have been explored, and the following research foci have been determined: (1) Web 2.0 tools that dominate second/foreign…

"No Silly Girls' Films!" Analysis of Estonian Preschool Children's Gender Specific Tastes in Media Favourites and Their Possible Implications for Preschool Learning Practices

ERIC Educational Resources Information Center

Siibak, Andra; Vinter, Kristi

2014-01-01

Although children often look for guidance on what is gender-appropriate behaviour from the media, children's media favourites are still an underused learning resource in preschools, especially in the context of engaging in gender and values education. Focus-group interviews were conducted with 61 children aged from 5.5 to 7 years from three…

‘E-learning’ modalities in the current era of Medical Education in Pakistan

PubMed Central

Jawaid, Masood; Aly, Syed Moyn

2014-01-01

There are a number of e-Learning modalities, some or all of which may be used throughout a medical, dental, nursing or any other health related undergraduate curriculum. The purpose of this paper is to briefly describe what e-learning is along with some of the modalities, their common advantages and limitations. This publication ends with practical implications of these modalities for Pakistan. PMID:25225547

Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education

PubMed Central

Biasutti, Michele

2017-01-01

Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1) high-level musical learning, (2) musical pedagogy with children, (3) general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition. PMID:28626441

Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education.

PubMed

Biasutti, Michele

2017-01-01

Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1) high-level musical learning, (2) musical pedagogy with children, (3) general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition.

The development of practice professional development plans from the postgraduate education allowance: a discussion of the causes and implications.

PubMed

Cornford, C S

2001-01-01

Practice professional development plans (PPDPs) began to replace the Postgraduate Education Allowance (PGEA) for general practitioners in England and Wales from April 2000. The origin of this change lies with those with educational expertise who have been concerned that the PGEA fails to encourage GPs to define their own learning needs, fails to encourage practice-based learning and fails to influence their working behaviour. The policy has been influenced however, by wider political developments which view PPDPs as a means to ensure national standards are met, to reassure the public, provide uniformity and deal with underperforming doctors. This mixture of influences has resulted in conflicting areas within PPDPs. There are different emphases on whether learning needs should be defined from the perspective of the individual or from the perspective of wider needs within the NHS. There are conflicting views about the desirability of multi- or uniprofessional learning and conflicting views about whether PPDPs are appropriate for dealing with failing doctors. PPDPs are based on a particular theory of adult learning - andragogy - which arguably fails to account for wider, richer and more significant forms of learning.

Student outcomes of distance learning in nursing education: an integrative review.

PubMed

Patterson, Barbara J; Krouse, Anne M; Roy, Linda

2012-09-01

Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.

Provider-agency fit in substance abuse treatment organizations: implications for learning climate, morale, and evidence-based practice implementation.

PubMed

Ramsey, Alex T; van den Berk-Clark, Carissa

2015-05-12

Substance abuse agencies have been slow to adopt and implement evidence-based practices (EBPs), due in part to poor provider morale and organizational climates that are not conducive to successful learning and integration of these practices. Person-organization fit theory suggests that alignment, or fit, between provider- and agency-level characteristics regarding the implementation of EBPs may influence provider morale and organizational learning climate and, thus, implementation success. The current study hypothesized that discrepancies, or lack of fit, between provider- and agency-level contextual factors would negatively predict provider morale and organizational learning climate, outcomes shown to be associated with successful EBP implementation. Direct service providers (n = 120) from four substance abuse treatment agencies responded to a survey involving provider morale, organizational learning climate, agency expectations for EBP use, agency resources for EBP use, and provider attitudes towards EBP use. Difference scores between combinations of provider- and agency-level factors were computed to model provider-agency fit. Quadratic regression analyses were conducted to more adequately and comprehensively model the level of the dependent variables across the entire "fit continuum". Discrepancies, or misfit, between agency expectations and provider attitudes and between agency resources and provider attitudes were associated with poorer provider morale and weaker organizational learning climate. For all hypotheses, the curvilinear model of provider-agency discrepancies significantly predicted provider morale and organizational learning climate, indicating that both directions of misfit (provider factors more favorable than agency factors, and vice-versa) were detrimental to morale and climate. However, outcomes were most negative when providers viewed EBPs favorably, but perceived that agency expectations and resources were less supportive of EBP use. The current research benefits from a strong theoretical framework, consistent findings, and significant practical implications for substance abuse treatment agencies. Comprehensive attempts to strengthen outcomes related to EBP implementation must consider both provider- and agency-level characteristics regarding EBP use. Organizational efforts to more closely align provider attitudes and agency priorities will likely constitute a key strategy in fostering the implementation of EBPs in substance abuse treatment organizations.

Implications of complex adaptive systems theory for the design of research on health care organizations

PubMed Central

McDaniel, Reuben R.; Lanham, Holly Jordan; Anderson, Ruth A.

2013-01-01

Background Because health care organizations (HCOs) are complex adaptive systems (CASs), phenomena of interest often are dynamic and unfold in unpredictable ways, and unfolding events are often unique. Researchers of HCOs may recognize that the subject of their research is dynamic; however, their research designs may not take this into account. Researchers may also know that unfolding events are often unique, but their design may not have the capacity to obtain information from meager evidence. Purpose These two concerns led us to examine two ideas from organizational theory: (a) the ideas of K. E. Weick (1993) on organizational design as a verb and (b) the ideas of J. G. March, L. S. Sproull, and M. Tamuz (1991) on learning from samples of one or fewer. In this article, we applied these ideas to develop an enriched perspective of research design for studying CASs. Methodology/Approach We conducted a theoretical analysis of organizations as CASs, identifying relevant characteristics for research designs. We then explored two ideas from organizational theory and discussed the implications for research designs. Findings Weick's idea of “design as a verb” helps in understanding dynamic and process-oriented research design. The idea of “learning from samples of one or fewer” of March, Sproull, and Tamuz provides strategies for research design that enables learning from meager evidence. When studying HCOs, research designs are likely to be more effective when they (a) anticipate change, (b) include tension, (c) capitalize on serendipity, and (d) use an “act-then-look” mind set. Implications for practice are discussed. Practice Implications Practitioners who understand HCOs as CASs will be cautious in accepting findings from studies that treat HCOs mechanistically. They will consider the characteristics of CAS when evaluating the evidence base for practice. Practitioners can use the strategies proposed in this article to stimulate discussion with researchers seeking to conduct research in their HCO. PMID:19322050

Measuring Costs to Community-Based Agencies for Implementation of an Evidence-Based Practice.

PubMed

Lang, Jason M; Connell, Christian M

2017-01-01

Healthcare reform has led to an increase in dissemination of evidence-based practices. Cost is frequently cited as a significant yet rarely studied barrier to dissemination of evidence-based practices and the associated improvements in quality of care. This study describes an approach to measuring the incremental, unreimbursed costs in staff time and direct costs to community-based clinics implementing an evidence-based practice through participating in a learning collaborative. Initial implementation costs exceeding those for providing "treatment as usual" were collected for ten clinics implementing trauma-focused cognitive behavioral therapy through participation in 10-month learning collaboratives. Incremental implementation costs of these ten community-based clinic teams averaged the equivalent of US$89,575 (US$ 2012). The most costly activities were training, supervision, preparation time, and implementation team meetings. Recommendations are made for further research on implementation costs, dissemination of evidence-based practices, and implications for researchers and policy makers.

How and when do students use flashcards?

PubMed

Wissman, Kathryn T; Rawson, Katherine A; Pyc, Mary A

2012-01-01

Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used as a way to monitor learning. Whereas previous surveys provide information about whether and why students self-test, they provide minimal information about how and when students choose to self-test. Accordingly, the primary purpose of the current survey was to explore how and when students engage in self-testing. We surveyed 374 undergraduates about the amount of practice and the timing of practice, two factors that strongly affect the efficacy of self-testing. Results indicate that students understand the benefits of practising to higher criterion levels (amount of practice) but do not typically implement or understand the benefits of practising with longer lags (timing of practice). We discuss practical implications for supporting more successful student learning.

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.

Exploring Change in EFL Teachers' Perceptions of Professional Development

ERIC Educational Resources Information Center

Mohammadi, Mohammad; Moradi, Khaled

2017-01-01

Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…

Integrating research, clinical care, and education in academic health science centers.

PubMed

King, Gillian; Thomson, Nicole; Rothstein, Mitchell; Kingsnorth, Shauna; Parker, Kathryn

2016-10-10

Purpose One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue. Design/methodology/approach This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs. Findings An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge. Practical implications The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs. Originality/value The model's potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

Scaffolding student learning in clinical practice.

PubMed

Spouse, J

1998-05-01

For many years the profession has acknowledged a schism between theories taught in the classroom and the practice of clinicians. This tends to arise from beliefs that knowledge which has been generalized (formalized) can be readily transferred to informal settings (practice). Whilst apprehension of formalized knowledge is crucial to professional development, a mediator is necessary to demonstrate its relevance to practice. A variety of solutions have been offered which all have value but without effective social support fail to resolve the problem. Findings from a longitudinal study investigating the professional development of pre-registration nursing students indicate the importance of sponsorship by a member of clinical staff and participation in legitimate peripheral activities. In the absence of effective sponsorship, students found it difficult to participate in clinical activities or to learn. As a result, their professional development during placements became stunted with subsequent implications for their professional future. Questions concerned with this phenomena were explored using documentary evidence supplied by research participants, observations of their practice and focused interviews throughout their programme. Sociocultural or activity theories of human learning offer some attractive explanations. One strategy is scaffolding which takes place within sponsored nursing activities and builds on the important concept of the Zone of Proximal Development (ZPD), where speech becomes a tool to mediate learning and development. As a diagnostic tool, scaffolding enables both supervisor and learner to recognize knowledge-in-waiting and knowledge-in-use and hence learning need, thus stimulating opportunities for further learning and professional development beneficial to both learner and supervisor. It provides a means for theory and practice to become integrated.

Placement education pedagogy as social participation: what are students really learning?

PubMed

Kell, Clare

2014-03-01

This paper draws on empirical fieldwork data of naturally occurring UK physiotherapy placement education to make visible how education is actually carried out and suggest what students may be learning through their placement interactions. The data challenge everyone involved in placement education design and practice to consider the values and practices students are learning to perpetuate through placement education experiences. The researcher undertook an ethnomethodologically informed ethnographic observation of naturally occurring physiotherapy placement education in two UK NHS placement sites. This study adopted a social perspective of learning to focus on the minutiae of placement educator, student and patient interaction practices during student-present therapeutic activities. Two days of placement for each of six senior students were densely recorded in real-time focussing specifically on the verbal, kinesics and proxemics-based elements of the participants' interaction practices. Repeated cycles of data analysis suggested consistent practices irrespective of the placement, educators, students or patients. The data suggest that placement education is a powerful situated learning environment in which students see, experience and learn to reproduce the physiotherapy practices valued by the local placement. Consistently, placement educators and students co-produced patient-facing activities as spectacles of physiotherapy-as-science. In each setting, patients were used as person-absent audiovisual teaching aids from which students learnt to make a case for physiotherapy intervention. The paper challenges physiotherapists and other professions using work-placement education to look behind the rhetoric of their placement documentation and explore the reality of students' learning in the field. The UK-based physiotherapy profession may wish to consider further the possible implications of its self-definition as a 'science-based healthcare profession' on its in-the-presence-of-students interactions with patients. Copyright © 2013 John Wiley & Sons, Ltd.

Becoming a Physicist: How Identities and Practices Shape Physics Trajectories

NASA Astrophysics Data System (ADS)

Quan, Gina M.

This dissertation studies the relationships and processes which shape students' participation within the discipline of physics. Studying this early disciplinary participation gives insight to how students are supported in or pushed out of physics, which is an important step in cultivating a diverse set of physics students. This research occurs within two learning environments that we co-developed: a physics camp for high school girls and a seminar for undergraduate physics majors to get started in physics research. Using situated learning theory, we conceptualized physics learning to be intertwined with participation in physics practices and identity development. This theoretical perspective draws our attention to relationships between students and the physics community. Specifically, we study how students come to engage in the practices of the community and who they are within the physics community. We find that students' interactions with faculty and peers impact the extent to which students engage in authentic physics practices. These interactions also impact the extent to which students develop identities as physicists. We present implications of these findings for the design of physics learning spaces. Understanding this process of how students become members of the physics community will provide valuable insights into fostering a diverse set of successful trajectories in physics.

The effects of a two-step transfer on a visuomotor adaptation task.

PubMed

Aiken, Christopher A; Pan, Zhujun; Van Gemmert, Arend W A

2017-11-01

The literature has shown robust effects of transfer-of-learning to the contralateral side and more recently transfer-of-learning effects to a new effector type on the ipsilateral side. Few studies have investigated the effects of transfer-of-learning when skills transfer to both a new effector type and the contralateral side (two-step transfer). The purpose of the current study was to investigate the effects of two-step transfer and to examine which aspects of the movement transfer and which aspects do not. Individuals practiced a 30° visual rotation task with either the dominant or non-dominant limb and with either the use of the fingers and wrist or elbow and shoulder. Following practice, participants performed the task with the untrained effector type on the contralateral side. Results showed that initial direction error and trajectory length transferred from the dominant to the non-dominant side and movement time transferred from the elbow and shoulder condition to the wrist and finger conditions irrespective of which limb was used during practice. The results offer a unique perspective on the current theoretical and practical implications for transfer-of-learning and are further discussed in this paper.

A consideration of cognitive factors in the learning and education of older adults

NASA Astrophysics Data System (ADS)

Fry, Prem S.

1992-07-01

The purpose of this paper is to consider the unique cognitive and intellectual factors that influence the learning and education of older adults. With this objective in mind, the paper reviews the empirical literature on patterns of intellectual and cognitive aging, and ends by discussing the implications and applications of these patterns for the practical and effective education of our elderly citizenry. When we consider the aging of intellectual abilities we are concerned with studying the development of fluid, crystallized and practical intelligence and variations in these abilities from adulthood into advanced old age. We are also concerned with looking at changes in cognitive functions such as attention, memory, information retrieval and tolerance for interference in learning capacity. Much recent work has been successful in showing that intellectual and cognitive decline in old age is not necessarily irreversible. While many elderly persons are very able learners, are highly self-directed, and have ample educational and intellectual resources available, others may benefit from assistance or suggestions about how to compensate for some of the cognitive declines in old age. With this objective the implications are discussed for educators and practitioners who must formulate cognitive training programs for older adults.

Community and Contribution: Factors Motivating Students to Participate in an Extra-Curricular Online Activity and Implications for Learning

ERIC Educational Resources Information Center

Reeves, Tony; Gomm, Phil

2015-01-01

The human desire to join and participate in communities can be seen as an attempt to satisfy some of our universal human needs. The theory of communities of practice has been widely used to explain how and why humans participate in multiple communities, and a key requirement of a community of practice (CoP) is that members engage in "joint…

Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

ERIC Educational Resources Information Center

Peer, Kimberly S.

2007-01-01

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education…

High reliability and implications for nursing leaders.

PubMed

Riley, William

2009-03-01

To review high reliability theory and discuss its implications for the nursing leader. A high reliability organization (HRO) is considered that which has measurable near perfect performance for quality and safety. The author has reviewed the literature, discussed research findings that contribute to improving reliability in health care organizations, and makes five recommendations for how nursing leaders can create high reliability organizations. Health care is not a safe industry and unintended patient harm occurs at epidemic levels. Health care can learn from high reliability theory and practice developed in other high-risk industries. Viewed by HRO standards, unintended patient injury in health care is excessively high and quality is distressingly low. HRO theory and practice can be successfully applied in health care using advanced interdisciplinary teamwork training and deliberate process design techniques. Nursing has a primary leadership function for ensuring patient safety and achieving high quality in health care organizations. Learning HRO theory and methods for achieving high reliability is a foremost opportunity for nursing leaders.

Medicine as a Community of Practice: Implications for Medical Education.

PubMed

Cruess, Richard L; Cruess, Sylvia R; Steinert, Yvonne

2018-02-01

The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

Benefits, barriers, and intentions/desires of nurses related to distance learning in rural island communities.

PubMed

Kataoka-Yahiro, Merle R; Richardson, Karol; Mobley, Joseph

2011-03-01

This study assessed distance learning needs among nurses on the Neighbor Islands in Hawaii. An exploratory study was conducted using a descriptive qualitative design. Of the 37 nurses who completed the study, 7 were nurse administrators and 30 were staff nurses. There were 18 focus groups of nurses recruited from six public hospitals on the Neighbor Islands. Three major themes related to distance learning emerged in this study: benefits, barriers, and intentions/desires. Each major theme had several linkages to categories and subcategories. Overall findings were as follows: (1) cost was mentioned more often in three major thematic areas (benefit, barriers, and intentions/desires); (2) the need to revisit and address current curriculum approaches and practices in distance learning programs was identified; and (3) strong recommendations were made for programs and organizational support for distance learning in hospital settings. These findings have implications for nursing research, education, and practice. Copyright 2011, SLACK Incorporated.

Tangible User Interfaces and Contrasting Cases as a Preparation for Future Learning

NASA Astrophysics Data System (ADS)

Schneider, Bertrand; Blikstein, Paulo

2018-04-01

In this paper, we describe an experiment that compared the use of a Tangible User Interface (physical objects augmented with digital information) and a set of Contrasting Cases as a preparation for future learning. We carried out an experiment (N = 40) with a 2 × 2 design: the first factor compared traditional instruction ("Tell & Practice") with a constructivist activity designed using the Preparation for Future Learning framework (PFL). The second factor contrasted state-of-the-art PFL learning activity (i.e., students studying Contrasting Cases) with an interactive tabletop featuring digitally enhanced manipulatives. In agreement with prior work, we found that dyads of students who followed the PFL activity achieved significantly higher learning gains compared to their peers who followed a traditional "Tell & Practice" instruction (large effect size). A similar effect was found in favor of the interactive tabletop compared to the Contrasting Cases (small-to-moderate effect size). We discuss implications for designing socio-constructivist activities using new computer interfaces.

`Risky fun' or `Authentic science'? How teachers' beliefs influence their practice during a professional development programme on outdoor learning

NASA Astrophysics Data System (ADS)

Glackin, Melissa

2016-02-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.

The Role of Response Bias in Perceptual Learning

PubMed Central

2015-01-01

Sensory judgments improve with practice. Such perceptual learning is often thought to reflect an increase in perceptual sensitivity. However, it may also represent a decrease in response bias, with unpracticed observers acting in part on a priori hunches rather than sensory evidence. To examine whether this is the case, 55 observers practiced making a basic auditory judgment (yes/no amplitude-modulation detection or forced-choice frequency/amplitude discrimination) over multiple days. With all tasks, bias was present initially, but decreased with practice. Notably, this was the case even on supposedly “bias-free,” 2-alternative forced-choice, tasks. In those tasks, observers did not favor the same response throughout (stationary bias), but did favor whichever response had been correct on previous trials (nonstationary bias). Means of correcting for bias are described. When applied, these showed that at least 13% of perceptual learning on a forced-choice task was due to reduction in bias. In other situations, changes in bias were shown to obscure the true extent of learning, with changes in estimated sensitivity increasing once bias was corrected for. The possible causes of bias and the implications for our understanding of perceptual learning are discussed. PMID:25867609

Learning about friction: group dynamics in engineering students' work with free body diagrams

NASA Astrophysics Data System (ADS)

Berge, Maria; Weilenmann, Alexandra

2014-11-01

In educational research, it is well-known that collaborative work on core conceptual issues in physics leads to significant improvements in students' conceptual understanding. In this paper, we explore collaborative learning in action, adding to previous research in engineering education with a specific focus on the students' use of free body diagrams in interaction. By looking at details in interaction among a group of three engineering students, we illustrate how they collectively construct a free body diagram together when learning introductory mechanics. In doing so, we have focused on both learning possibilities and the dynamic processes that take place in the learning activity. These findings have a number of implications for educational practice.

How College Affects Student Athletes.

ERIC Educational Resources Information Center

Howard-Hamilton, Mary F.; Sina, Julie A.

2001-01-01

Discusses how college affects student athletes. Research cited includes studies using theories of student development and results from the National Study on Student Learning that describe the desired outcomes of college for student athletes. Discusses implications for policies and practices that address the critical needs of student athletes.…

Neuroscience, Play and Early Childhood Education: Connections, Implications and Assessment

ERIC Educational Resources Information Center

Rushton, Stephen; Juola-Rushton, Anne; Larkin, Elizabeth

2010-01-01

Paralleling the works of Cambourne's Conditions of Literacy Learning ("The Reading Teacher, 54"(4), 414-429, 2001), Copple and Bredekamp's ("Developmentally appropriate practice in early childhood programs serving children from birth though age." National Association for the Education of Young Children, Washington, 2009)…

A systematic review of peer teaching and learning in clinical education.

PubMed

Secomb, Jacinta

2008-03-01

The purpose of this review is to provide a framework for peer teaching and learning in the clinical education of undergraduate health science students in clinical practice settings and make clear the positive and negative aspects of this teaching and learning strategy. The practice of using peers incidentally or purposefully in the clinical education of apprentice or undergraduate health science students is a well-established tradition and commonly practiced, but lacks definition in its implementation. The author conducted a search of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations were publications after 1980 (2005 inclusive), English language and research papers. Selection of studies occurred: based on participant, intervention, research method and learning outcomes, following a rigorous critical and quality appraisal with a purposefully developed tool. The results have been both tabled and collated in a narrative summary. Twelve articles met the inclusion criteria, representing five countries and four health science disciplines. This review reported mostly positive outcomes on the effectiveness of peer teaching and learning; it can increase student's confidence in clinical practice and improve learning in the psychomotor and cognitive domains. Negative aspects were also identified; these include poor student learning if personalities or learning styles are not compatible and students spending less individualized time with the clinical instructor. Peer teaching and learning is an effective educational intervention for health science students on clinical placements. Preclinical education of students congruent with the academic timetable increases student educational outcomes from peer teaching and learning. Strategies are required prior to clinical placement to accommodate incompatible students or poor student learning. The findings from this systematic review, although not statistically significant, do have pragmatic implications for clinical practice. It can increase clinical placement opportunities for undergraduate health students, assist clinical staff with workload pressures and increase clinician time with clients, while further developing students' knowledge, skills and attitudes.

The ongoing search for best practice in clinical teaching and learning: a model of nursing students' evolution to proficient novice registered nurses.

PubMed

Edgecombe, Kay; Bowden, Margaret

2009-03-01

This article describes the development of a model of nursing students as evolving registered nurses (RNs). It aims to generate critical debate about innovations in nursing teaching and learning. The model is the outcome of research conducted with undergraduate nursing students (n=111) from Flinders University, Adelaide, South Australia. It identifies the positive and negative intrinsic and extrinsic factors that impact on nursing students' clinical learning development and progression from students to proficient novice RNs. This model has implications for future curriculum development, staff development, placement approaches and research in relation to clinical teaching and learning.

Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study.

PubMed

Dionyssopoulos, Alexander; Karalis, Thanassis; Panitsides, Eugenia A

2014-12-31

Recent research has evidenced that although investment in Continuing Medical Education (CME), both in terms of participation as well as financial resources allocated to it, has been steadily increasing to catch up with accelerating advances in health information and technology, effectiveness of CME is reported to be rather limited. Poor and disproportional returns can be attributed to failure of CME courses to address and stimulate an adult audience. The present study initially drew on research findings and adult learning theories, providing the basis for comprehending adult learning, while entailing practical implications on fostering effectiveness in the design and delivery of CME. On a second level, a qualitative study was conducted with the aim to elucidate parameters accounting for effectiveness in educational interventions. Qualitative data was retrieved through 12 in-depth interviews, conducted with a random sample of participants in the 26th European Workshop of Advanced Plastic Surgery (EWAPS). The data underwent a three level qualitative analysis, following the "grounded theory" methodology, comprising 'open coding', 'axial coding' and 'selective coding'. Findings from the EWAPS study come in line with relevant literature, entailing significant implications for the necessity to apply a more effective and efficient paradigm in the design and delivery of educational interventions, advocating for implementing learner-centered schemata in CME and benefiting from a model that draws on the learning environment and social aspects of learning. What emerged as a pivotal parameter in designing educational interventions is to focus on small group educational events which could provide a supportive friendly context, enhance motivation through learner-centered approaches and allow interaction, experimentation and critical reflection. It should be outlined however that further research is required as the present study is limited in scope, having dealt with a limited sample.

Examining Quality Management Audits in Nuclear Medicine Practice as a lifelong learning process: opportunities and challenges to the nuclear medicine professional and beyond.

PubMed

Pascual, Thomas N B

2016-08-01

This essay will explore the critical issues and challenges surrounding lifelong learning for professionals, initially exploring within the profession and organizational context of nuclear medicine practice. It will critically examine how the peer-review process called Quality Management Audits in Nuclear Medicine Practice (QUANUM) of the International Atomic Energy Agency (IAEA) can be considered a lifelong learning opportunity to instill a culture of quality to improve patient care and elevate the status of the nuclear medicine profession and practice within the demands of social changes, policy, and globalization. This will be explored initially by providing contextual background to the identity of the IAEA as an organization responsible for nuclear medicine professionals, followed by the benefits that QUANUM can offer. Further key debates surrounding lifelong learning, such as compulsification of lifelong learning and impact on professional change, will then be weaved through the discussion using theoretical grounding through a qualitative review of the literature. Keeping in mind that there is very limited literature focusing on the implications of QUANUM as a lifelong learning process for nuclear medicine professionals, this essay uses select narratives and observations of QUANUM as a lifelong learning process from an auditor's perspective and will further provide a comparative perspective of QUANUM on the basis of other lifelong learning opportunities such as continuing professional development activities and observe parallelisms on its benefits and challenges that it will offer to other professionals in other medical speciality fields and in the teaching profession.

Learning in the workplace: the role of Nurse Managers.

PubMed

Yen, Margaret; Trede, Franziska; Patterson, Carmel

2016-06-01

Objective This research explores Nurse Managers' (NMs') influence on workplace learning. The facilitation of staff learning has implications for the role of NMs, who are responsible for the quality and safety of patient care. However, this aspect of their work is implicit and there is limited research in the area. Methods This paper discusses the findings from one hospital as part of a broader philosophical hermeneutic study conducted in two public hospitals over a 20-month timeframe. NMs participated in interviews, a period of observation, follow-up interviews and a focus group. Transcribed data was thematically analysed. Eraut's 'Two triangle theory of workplace learning' was used to interpret participants' accounts of how they facilitated workplace learning. Findings The analysis found that NMs worked to positively influence staff performance through learning in three domains: orientating new staff, assessing staff performance and managing underperformance. Conclusions This study purports that NMs influence workplace learning in ways that are seldom recognised. A more conscious understanding of the impact of their role can enable NMs to more purposefully influence workplace learning. Such understanding also has implications for the professional preparation of NMs for their role in the context of workplace learning, facilitating learning for change and enabling the advancement of quality and safety in healthcare. What is known about the topic? Studies exploring the influence of Nurse Managers in workplace learning have been limited to their role in the facilitation of formal learning. There is a paucity of research that examines their role in influencing informal learning. What does this paper add? The findings of this study draw on Eraut's 'Two triangle theory of workplace learning' to further define the interdependent relationship between management and educational practices. What are the implications for practitioners? NMs' awareness and deliberate use of their management role to enhance workplace learning will not only strengthen their role, but will also foster good learning environments and quality nursing services.

Pleasurable music affects reinforcement learning according to the listener

PubMed Central

Gold, Benjamin P.; Frank, Michael J.; Bogert, Brigitte; Brattico, Elvira

2013-01-01

Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy. PMID:23970875

Investigation into health science students' awareness of occupational therapy: implications for interprofessional education.

PubMed

Alotaibi, Naser; Shayea, Abdulaziz; Nadar, Mohammed; Abu Tariah, Hashem

2015-01-01

To investigate the level of awareness of the occupational therapy profession among final-year health sciences students at Kuwait University. This study utilized a survey targeting final-year students in the Health Sciences Center at Kuwait University schools of medicine, pharmacy, dentistry, and allied health sciences. The survey addressed awareness of occupational therapy, its scope of practice, work environments, and preference for learning more about the profession. Of the 244 surveys distributed, 132 were returned, for a 54% response rate. The proportion of those who knew about occupational therapy ranged from 94% (radiologic science) to a low of 17% (medicine). Most respondents learned about occupational therapy from colleagues (77.1%), rather than from their academic programs (28.1%). RESULTS indicated that about one fifth of students (21.4%) were unsure about the role of occupational therapists as members of the health care team. Preferences for learning more about the profession were consistent with interprofessional opportunities, such as observing an occupational therapy session (64.5%) and attending a workshop (63.6%) or presentation (59.8%). Although most respondents had some awareness of occupational therapy, specifics about its scope of practice and relevance to the health care team were lacking. Preferences for learning more about occupational therapy were consistent with the current trend for interprofessional education in health care. Implications for interprofessional education are presented.

A storied-identity analysis approach to teacher candidates learning to teach in an urban setting

NASA Astrophysics Data System (ADS)

Ibourk, Amal

While many studies have investigated the relationship between teachers' identity work and their developing practices, few of these identity focused studies have honed in on teacher candidates' learning to teach in an urban setting. Drawing upon narrative inquiry methodology and a "storied identity" analytic framework, I examined how the storied identities of science learning and becoming a science teacher shape teacher candidates' developing practice. In particular, I examined the stories of three interns, Becky, David, and Ashley, and I tell about their own experiences as science learners, their transitions to science teachers, and the implications this has for the identity work they did as they navigated the challenges of learning to teach in high-needs schools. Initially, each of the interns highlighted a feeling of being an outsider, and having a difficult time becoming a fully valued member of their classroom community in their storied identities of becoming a science teacher in the beginning of their internship year. While the interns named specific challenges, such as limited lab materials and different math abilities, I present how they adapted their lesson plans to address these challenges while drawing from their storied identities of science learning. My study reveals that the storied identities of becoming a science teacher informed how they framed their initial experiences teaching in an urban context. In addition, my findings reveal that the more their storied identities of science learning and becoming a science teacher overlapped, the more they leveraged their storied identity of science learning in order to implement teaching strategies that helped them make sense of the challenges that surfaced in their classroom contexts. Both Becky and Ashley leveraged their storied identities of science learning more than David did in their lesson planning and learning to teach. David's initial storied identity of becoming a science teacher revealed how he highlighted his struggle with navigating talkativeness in the class, but also his struggle being an authority figure in his classroom. At present, only Becky and Ashley pursued teaching in a high needs setting. A storied identity analysis provided as well an insight into their storied strategies, or the teaching strategies shaped by the stories the interns told about how they made sense of the challenges they faced in their teaching practice. There were five teaching strategies the interns named that were important in supporting their learning to teach were (1) building relationships with their students, (2) being resourceful and creative when faced with limited lab materials, (3) making science relevant to their students, (4) scaffolding their students in their learning, and (5) having a network of people as resources in helping them be better teachers and helping their students learn. Out of these five teaching strategies, I called those they named and highlighted as helping them teach in ways they valued and that connected back to their storied identity of science learning their storied strategies. Implications for further pushing storied identities as a tool for teacher educators to help pinpoint priorities that surface in teacher candidates' practice are discussed. An insight into the priorities that teacher candidates highlight in their practice as well as the storied strategies they name and use to deal with challenges that surface in their practice has potential in better helping teacher candidates navigate their developing practice.

Speech Research: A Report on the Status and Progress of Studies on the Nature of Speech, Instrumentation for Its Investigation, and Practical Applications. 1 October - 31 December 1970.

ERIC Educational Resources Information Center

Haskins Labs., New Haven, CT.

This report is one of a regular series on the status and progress of studies on the nature of speech, instrumentation for its investigation, and practical implications. Manuscripts and extended reports cover the following topics: (1) "On Learning a New Contrast," (2) "Letter Confusions and reversals of Sequence in the Beginning Reader:…

Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model

PubMed Central

Barbaranelli, Claudio; Farnese, Maria L.; Tramontano, Carlo; Fida, Roberta; Ghezzi, Valerio; Paciello, Marinella; Long, Philip

2018-01-01

Academic cheating has become a pervasive practice from primary schools to university. This study aims at investigating this phenomenon through a nomological network which integrates different theoretical frameworks and models, such as trait and social-cognitive theories and models regarding the approaches to learning and contextual/normative environment. Results on a sample of more than 200 Italian university students show that the Amoral Manipulation facet of Machiavellianism, Academic Moral Disengagement, Deep Approach to Learning, and Normative Academic Cheating are significantly associated with Individual Academic Cheating. Moreover, results show a significant latent interaction effect between Normative Academic Cheating and Amoral Manipulation Machiavellianism: “amoral Machiavellians” students are more prone to resort to Academic Cheating in contexts where Academic Cheating is adopted as a practice by their peers, while this effect is not significant in contexts where Academic Cheating is not normative. Results also show that Academic Moral Disengagement and Deep Approach to learning partially mediate the relationship between Amoral Manipulation and Academic Cheating. Practical implications of these results are discussed. PMID:29867663

Correction of a Technical Error in the Golf Swing: Error Amplification Versus Direct Instruction.

PubMed

Milanese, Chiara; Corte, Stefano; Salvetti, Luca; Cavedon, Valentina; Agostini, Tiziano

2016-01-01

Performance errors drive motor learning for many tasks. The authors' aim was to determine which of two strategies, method of amplification of error (MAE) or direct instruction (DI), would be more beneficial for error correction during a full golfing swing with a driver. Thirty-four golfers were randomly assigned to one of three training conditions (MAE, DI, and control). Participants were tested in a practice session in which each golfer performed 7 pretraining trials, 6 training-intervention trials, and 7 posttraining trials; and a retention test after 1 week. An optoeletronic motion capture system was used to measure the kinematic parameters of each golfer's performance. Results showed that MAE is an effective strategy for correcting the technical errors leading to a rapid improvement in performance. These findings could have practical implications for sport psychology and physical education because, while practice is obviously necessary for improving learning, the efficacy of the learning process is essential in enhancing learners' motivation and sport enjoyment.

Faculty and Technology: Implications for Faculty Training and Technology Leadership

NASA Astrophysics Data System (ADS)

Keengwe, Jared; Kidd, Terry; Kyei-Blankson, Lydia

2009-02-01

The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identified Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning.

Practical coaching by mentors: student midwives' perceptions.

PubMed

Finnerty, Gina; Collington, Val

2013-11-01

The objective of this paper was to explore some of the specific strategies used by midwife mentors to mediate practice learning from the perspective of a sample of student midwives. Audio-diaries were completed by student midwives over ten days in practice and were transcribed using discourse analysis. A sub-sample from 19 students' learning diaries from a national midwifery education study conducted by Pope et al. (2003) has been selected as the diaries informed a separate study. The sample of student midwives were studying on degree and diploma programmes at five case study sites in England. Students described how their mentors apparently successfully tailored their teaching to the students' needs. However, there was perceived disparity in techniques used by individual mentors to pass on their practice know-how. The findings demonstrate the pivotal role of the mentor for 'scaffolding' learning and also using 'fading' techniques within a cognitive apprenticeship model. Mentors need assistance to adapt their mentoring styles and to use a wider range of instruction strategies for student midwives. This has practical implications for mentor preparation programmes and mentorship models. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

The Value of Clinical Practice in Cadaveric Dissection: Lessons Learned From a Course in Eye and Orbital Anatomy.

PubMed

Schulz, Christopher

To test the hypothesis that there is greater benefit in a dissection-based anatomy course among those participants with clinical experience in the relevant field, and those without. A retrospective comparative study. Brighton and Sussex Medical School Anatomy Department: an educational facility that provides undergraduate and postgraduate anatomy teaching using cadaveric specimens. All attendees (n = 40) to a postgraduate course in eye and orbital anatomy completed course evaluation forms. The course has been attended by delegates from around the country, with experience ranging from that of final year medical students to clinical fellows who have completed their specialist training in ophthalmology. Those participants who were practicing ophthalmology tended to be older than those who were not, with a greater amount of time spent on prior learning. Participants scored both the prosection-led and dissection-led sessions highly, with a mean combined evaluation of 8.9 (out of 10) for dissection-led learning and 9.2 for prosection-led learning. Prosection-led learning was regarded equally by those participants currently practicing in ophthalmology, and those who are not. In contrast, dissection-led learning was scored higher by those participants who were practicing ophthalmology (9.4), when compared with those not in ophthalmic practice (8.5; p = 0.018). The present study supports the hypothesis that the benefits of cadaveric dissection could be maximized during postgraduate surgical training. This has important implications given the trend away from cadaveric dissection in the undergraduate curriculum. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Lessons Learned: Research within an Urban, African American District

ERIC Educational Resources Information Center

Scott, Kimberly Ann

2012-01-01

For an African American female researcher whose race, class, and gender work as oppressive intersecting units shaping my contextualized experiences, meaning-making, and self-definition, the implications of my work with African American communities are complicated. In this article, I draw on culturally sensitive research practices, critical race…

Reconsidering Behaviorist Composition Pedagogies: Positivism, Empiricism, and the Paradox of Postmodernism.

ERIC Educational Resources Information Center

Wallace, David

1996-01-01

Explores how positivism and empiricism may be distinguished in practice by examining four proposals for writing pedagogy based on behaviorist learning theory. Argues that empiricism offers a viable means of addressing what Douglas Hess has dubbed "the splendid paradox of postmodernism." Suggests several implications for empiricism in…

Teacher Advice-Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks

ERIC Educational Resources Information Center

Berebitsky, Dan; Andrews-Larson, Christine

2017-01-01

Background/Context: Teachers' relationships with principals, instructional coaches, and other teachers have important implications for the improvement of their instructional practice and student learning. In particular, teachers who access content-specific instructional expertise through their social networks are more likely to exhibit and sustain…

Beyond Technology Transfer: Quality of Life Impacts from R&D Outcomes

ERIC Educational Resources Information Center

Stone, Vathsala I.; Lockett, Michelle; Usiak, Douglas J.; Arthanat, Sajay

2010-01-01

This paper presents methodology and findings from three product efficacy studies that verify the quality of life benefits resulting from prior research, development, and transfer activities. The paper then discusses key lessons learned with implications for product evaluation practice. The studies assessed the quality of three assistive technology…

The Art of the Videoconference Lesson: Practical Application and Implications

ERIC Educational Resources Information Center

Barniskis, Becca; Thompson, Lisa Maren

2011-01-01

In their work with various educators, artists, and learners around the world, the authors have been exploring what it takes to collaborate successfully across multiple technological platforms and cultural borders. In this article, the authors describe three international collaborations in arts learning that they facilitated and participated in via…

Justice-Sensitive Education: The Implications of Transitional Justice Mechanisms for Teaching and Learning

ERIC Educational Resources Information Center

Davies, Lynn

2017-01-01

This article introduces the notion of "justice-sensitive education"--derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and…

Pokémon GO: Implications for Literacy in the Classroom

ERIC Educational Resources Information Center

Howell, Emily

2017-01-01

This teaching tip gives teachers practical applications of the game Pokémon GO for literacy teaching and learning. The author discusses applications of the game for teaching multimodality in upper elementary-school classrooms. The author situates these applications in relevant theoretical perspectives as well as current literacy research.

Working Memory Underpins Cognitive Development, Learning, and Education

ERIC Educational Resources Information Center

Cowan, Nelson

2014-01-01

Working memory is the retention of a small amount of information in a readily accessible form. It facilitates planning, comprehension, reasoning, and problem solving. I examine the historical roots and conceptual development of the concept and the theoretical and practical implications of current debates about working memory mechanisms. Then, I…

Interactions between Learner Characteristics and Optimal Instruction. Report No. 75-17.

ERIC Educational Resources Information Center

Brophy, Jere E.

Possible implications of individual and group differences for educational research and practice are discussed. Differences include preference for cooperative versus competitive tasks; for working alone versus in a group; for structured versus unstructured learning situations; or for individual versus group reward contingencies; social class and…

Constructivism in Music Education

ERIC Educational Resources Information Center

Shively, Joseph

2015-01-01

Over the past twenty years, constructivism, as a theory of learning, has taken on an increasingly important role in music education. Efforts to shift music education toward a more constructivist practice have significant implications for policymaking at all levels of music education. In this article, I seek to recalibrate our thinking about what…

Hacking Say and Reviving ELIZA: Lessons from Virtual Environments

ERIC Educational Resources Information Center

Mazar, Rochelle; Nolan, Jason

2009-01-01

As text-based predecessors to Second Life, MOOs can offer educators important insights on managing virtual communities to create rich, meaningful learning experiences. Rochelle Mazar and Jason Nolan outline two instructional experiments in MOOs that have implications for current educational practice in Second Life. One involves modifying and…

Play and Social Interaction in Middle Childhood

ERIC Educational Resources Information Center

Bergen, Doris; Fromberg, Doris Pronin

2009-01-01

This article discusses traditional and contemporary definitions of middle childhood play, the value of such play for children's development and learning, the implications of home, school, and societal practices that have resulted in changing the play scenario of middle childhood, and suggestions for assuring that play's value will be maintained…

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

Entrepreneurship Success Stories: Implications for Teaching and Learning. Practice Application Brief No. 3.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Societal trends and personal characteristics are facilitating movement from corporate to self-employment. The entrepreneurship movement is characterized by several trends that are influencing the way people work: such as younger workers expecting shorter-term commitments to work, expanding career options, opening of worldwide operations, and…

Faculty Perspectives on Creating Community in Residence Halls

ERIC Educational Resources Information Center

Ellett, Tom; Schmidt, Anna

2011-01-01

This study sought to explore and understand the perceptions that faculty members have of community development in living-learning communities at a large, private research institution in the Northeast. Boyer's (1990) tenets of community development provided a theoretical lens for the study. The article concludes with implications for practice and…

Reimagining English Language Learners from a Translingual Perspective

ERIC Educational Resources Information Center

Anderson, Jason

2018-01-01

This article explores the potential implications of theorizing in translingualism and translanguaging for foreign language teaching and learning. I discuss key terminology and introduce a translingual continuum as a potential way to understand language use practices both within and across communities. I report on an exploratory study into the…

Reimagining Boundaries: How ePortfolios Enhance Learning for Adult Students

ERIC Educational Resources Information Center

Madden, Therese M.

2015-01-01

This article examines the importance of co-curricular activities for student success, reviews literature about narrative identity as it relates to adult students, and describes an ePortfolio project that captures contributions that nontraditional students bring to the classroom. The implications reinforce curriculum design practices and explore…

Biosocial Spaces and Neurocomputational Governance: Brain-Based and Brain-Targeted Technologies in Education

ERIC Educational Resources Information Center

Williamson, Ben; Pykett, Jessica; Nemorin, Selena

2018-01-01

Recently, technologies based on neuroscientific insights into brain function and structure have been promoted for application in education. The novel practices and environments produced by these technologies require new forms of "biosocial" analysis to unpack their implications for education, learning and governance. This article…

Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications

ERIC Educational Resources Information Center

Pinkham, Ashley M., Ed.; Kaefer, Tanya, Ed.; Neuman, Susan B., Ed.

2012-01-01

Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading…

Successful Leadership in High Poverty, Urban Schools. Implications from UCEA

ERIC Educational Resources Information Center

Jacobson, Stephen; Terry Orr, M.; Young, Michelle D.

2008-01-01

Research shows that leadership matters in improving student achievement. In fact, among school-related factors over which policy makers have some control, effective leadership practices rank second only to the quality of teaching in influencing student learning (Leithwood, Louis, Anderson & Wahlstrom, 2004). Quality leadership is particularly…

Living Mathematx: Towards a Vision for the Future

ERIC Educational Resources Information Center

Gutiérrez, Rochelle

2017-01-01

This paper offers specific implications for teaching and learning and brings into conversation ideas from ethnomathematics (including Western mathematics), postcolonial theory, aesthetics, biology, and Indigenous knowledge in order to propose a new vision for practicing mathematics, what I call mathematx. I build upon the work of sustainability in…

Changing Conceptions of Time: Implications for Educational Research and Practice

ERIC Educational Resources Information Center

Duncheon, Julia C.; Tierney, William G.

2013-01-01

The construct of time influences student learning in and out of school and consequently pervades educational discourse. Yet the integration of information and communication technologies into contemporary society is changing how people perceive and experience time. Traditional theoretical and methodological approaches to time research no longer…

Playing, Debugging, Learning: A Proposal between Game and Instructional Designs via Extended Prototyping

ERIC Educational Resources Information Center

Gandolfi, Enrico

2018-01-01

This article investigates the phenomenon of open and participative development (e.g. beta testing, Kickstarter projects)--i.e. extended prototyping--in digital entertainment as a potential source of insights for instructional interventions. Despite the increasing popularity of this practice and the potential implications for educators and…

Centres for Leadership: a strategy for academic integration.

PubMed

King, Gillian; Parker, Kathryn; Peacocke, Sean; Curran, C J; McPherson, Amy C; Chau, Tom; Widgett, Elaine; Fehlings, Darcy; Milo-Manson, Golda

2017-05-15

Purpose The purpose of this paper is to describe how an Academic Health Science Centre, providing pediatric rehabilitation services, research, and education, developed a Centres for Leadership (CfL) initiative to integrate its academic functions and embrace the goal of being a learning organization. Design/methodology/approach Historical documents, tracked output information, and staff members' insights were used to describe the ten-year evolution of the initiative, its benefits, and transformational learnings for the organization. Findings The evolutions concerned development of a series of CfLs, and changes over time in leadership and management structure, as well as in operations and targeted activities. Benefits included enhanced clinician engagement in research, practice-based research, and impacts on clinical practice. Transformational learnings concerned the importance of supporting stakeholder engagement, fostering a spirit of inquiry, and fostering leaderful practice. These learnings contributed to three related emergent outcomes reflecting "way stations" on the journey to enhanced evidence-informed decision making and clinical excellence: enhancements in authentic partnerships, greater innovation capacity, and greater understanding and actualization of leadership values. Practical implications Practical information is provided for other organizations interested in understanding how this initiative evolved, its tangible value, and its wider benefits for organizational collaboration, innovation, and leadership values. Challenges encountered and main messages for other organizations are also considered. Originality/value A strategy map is used to present the structures, processes, and outcomes arising from the initiative, with the goal of informing the operations of other organizations desiring to be learning organizations.

`Learning Experience' Provided by Science Teaching Practice in a Classroom and the Development of Students' Competences

NASA Astrophysics Data System (ADS)

Lopes, J. Bernardino; Branco, Julia; Jimenez-Aleixandre, Maria Pilar

2011-11-01

According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of `learning experience' provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students' learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students' competences were evaluated by a competence test. The epistemic demand of each item and the students' performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.

Engineering good: how engineering metaphors help us to understand the moral life and change society.

PubMed

Coeckelbergh, Mark

2010-06-01

Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate way to understand and guide the moral life. Responding to two problems of alienation and taking into account developments such as Fab Lab I then further explore the implications of this view for engineering and society.

Building organizational supports for knowledge sharing in county human service organizations: a cross-case analysis of works-in-progress.

PubMed

Lee, Chris; Austin, Michael J

2012-01-01

Building on the literature related to evidence-based practice, knowledge management, and learning organizations, this cross-case analysis presents twelve works-in-progress in ten local public human service organizations seeking to develop their own knowledge sharing systems. The data for this cross-case analysis can be found in the various contributions to this Special Issue. The findings feature the developmental aspects of building a learning organization that include knowledge sharing systems featuring transparency, self-assessment, and dissemination and utilization. Implications for practice focus on the structure and processes involved in building knowledge sharing teams inside public human service organizations. Copyright © Taylor & Francis Group, LLC

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

NASA Astrophysics Data System (ADS)

Mansour, Nasser

2015-07-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

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.

Mobile technology and its use in clinical nursing education: a literature review.

PubMed

O'Connor, Siobhan; Andrews, Tom

2015-03-01

Nursing students face a variety of challenges to learning in clinical practice, from the theory-practice gap, to a lack of clinical supervision and the ad hoc nature of learning in clinical environments. Mobile technology is proposed as one way to address these challenges. This article comprehensively summarizes and critically reviews the available literature on mobile technology used in undergraduate clinical nursing education. It identifies the lack of clear definitions and theory in the current body of evidence; the variety of mobile devices and applications used; the benefits of mobile platforms in nursing education; and the complexity of sociotechnical factors, such as the cost, usability, portability, and quality of mobile tools, that affect their use in undergraduate clinical nursing education. Implications for nursing education and practice are outlined, and recommendations for future research are discussed. Copyright 2015, SLACK Incorporated.

An exploration of equitable science teaching practices for students with learning disabilities

NASA Astrophysics Data System (ADS)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

Anesthesiology, automation, and artificial intelligence.

PubMed

Alexander, John C; Joshi, Girish P

2018-01-01

There have been many attempts to incorporate automation into the practice of anesthesiology, though none have been successful. Fundamentally, these failures are due to the underlying complexity of anesthesia practice and the inability of rule-based feedback loops to fully master it. Recent innovations in artificial intelligence, especially machine learning, may usher in a new era of automation across many industries, including anesthesiology. It would be wise to consider the implications of such potential changes before they have been fully realized.

Impact of a Child-Based Health Promotion Service-Learning Project on the Growth of Occupational Therapy Students.

PubMed

Lau, Cynthia

2016-01-01

This phenomenological study revealed the lived experiences of occupational therapy students as they embarked on a semester-long volunteer health promotion service-learning project during their entry-level master's program. Data analysis extrapolated themes from student journals, transcriptions of pre- and postinterviews, and field notes. Student roles were exemplified by what students wanted to learn, what they actually learned, and the unexpected benefits they experienced. In particular, issues with teaming, interprofessional development, and time management were discovered. The findings add to the growing literature about the benefits of service learning as a teaching strategy and how it facilitates mindfulness of community service, communication, and clinical reasoning of future therapists. Implications for learning and practice are discussed. Copyright © 2016 by the American Occupational Therapy Association, Inc.

Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: A cross-sectional survey.

PubMed

McKenna, Lisa; Copnell, Beverley; Butler, Ashleigh E; Lau, Rosalind

2018-01-01

Graduate entry programs leading to registration are gaining momentum in nursing. These programs attract student cohorts with professional, cultural, gender and age diversity. As a consequence of this diversity, such accelerated programs challenge traditional pedagogical methods used in nursing and require different approaches. To date, however, there has been limited research on the learning styles of students undertaking these programs to inform academics involved in their delivery. Kolb's Experiential Learning model has been used widely in a variety of educational settings because it is based on the theory of experiential learning. More recently VARK (Visual, Aural, Read/write and Kinaesthetic) model has become popular. The aim of this study was to investigate the learning styles of two cohorts of graduate entry nursing students undertaking an accelerated masters-level program. This was a cross-sectional survey of two cohorts of Master of Nursing Practice students enrolled at a large Australian university. The students were more inclined toward converging (practical) and least toward concrete experience (experiencing) learning styles. The majority of students were more inclined toward kinaesthetic and least toward aural learning style. Findings have implications for academics engaged in teaching graduate entry nursing students. Copyright © 2017. Published by Elsevier Ltd.

Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge

PubMed Central

Kump, Barbara; Moskaliuk, Johannes; Cress, Ulrike; Kimmerle, Joachim

2015-01-01

Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition; and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change. PMID:26483739

Effective classroom teaching methods: a critical incident technique from millennial nursing students' perspective.

PubMed

Robb, Meigan

2014-01-11

Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.

Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms

PubMed Central

Anderman, Eric M.; O’Connell, Ann A.

2011-01-01

In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed. PMID:24876800

Effect of Practice Ownership on Work Environment, Learning Culture, Psychological Safety, and Burnout.

PubMed

Cuellar, Alison; Krist, Alex H; Nichols, Len M; Kuzel, Anton J

2018-04-01

Physicians have joined larger groups and hospital systems in the face of multiple environmental challenges. We examine whether there are differences across practice ownership in self-reported work environment, a practice culture of learning, psychological safety, and burnout. Using cross-sectional data from staff surveys of small and medium-size practices that participated in EvidenceNOW in Virginia, we tested for differences in work environment, culture of learning, psychological safety, and burnout by practice type. We conducted weighted multivariate linear regression of outcomes on ownership, controlling for practice size, specialty mix, payer mix, and whether the practice was located in a medically underserved area. We further analyzed clinician and staff responses separately. Participating were 104 hospital-owned and 61 independent practices and 24 federally qualified health centers (FQHCs). We analyzed 2,005 responses from practice clinicians and staff, a response rate of 49%. Working in a hospital-owned practice was associated with favorable ratings of work environment, psychological safety, and burnout compared with independent practices. When we examined separately the responses of clinicians vs staff, however, the association appears to be largely driven by staff. Hospital ownership was associated with positive perceptions of practice work environment and lower burnout for staff relative to independent ownership, whereas clinicians in FQHCs perceive a more negative, less joyful work environment and burnout. Our findings are suggestive that clinician and nonclinician staff perceive practice adaptive reserve differently, which may have implications for creating the energy for ongoing quality improvement work. © 2018 Annals of Family Medicine, Inc.

Cognitive load in distributed and massed practice in virtual reality mastoidectomy simulation.

PubMed

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

2016-02-01

Cognitive load theory states that working memory is limited. This has implications for learning and suggests that reducing cognitive load (CL) could promote learning and skills acquisition. This study aims to explore the effect of repeated practice and simulator-integrated tutoring on CL in virtual reality (VR) mastoidectomy simulation. Prospective trial. Forty novice medical students performed 12 repeated virtual mastoidectomy procedures in the Visible Ear Simulator: 21 completed distributed practice with practice blocks spaced in time and 19 participants completed massed practice (all practices performed in 1 day). Participants were randomized for tutoring with the simulator-integrated tutor function. Cognitive load was estimated by measuring reaction time in a secondary task. Data were analyzed using linear mixed models for repeated measurements. The mean reaction time increased by 37% during the procedure compared with baseline, demonstrating that the procedure placed substantial cognitive demands. Repeated practice significantly lowered CL in the distributed practice group but not in massed practice group. In addition, CL was found to be further increased by 10.3% in the later and more complex stages of the procedure. The simulator-integrated tutor function did not have an impact on CL. Distributed practice decreased CL in repeated VR mastoidectomy training more consistently than was seen in massed practice. This suggests a possible effect of skills and memory consolidation occurring over time. To optimize technical skills learning, training should be organized as time-distributed practice rather than as a massed block of practice, which is common in skills-training courses. N/A. © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

Arts-Based Learning: A New Approach to Nursing Education Using Andragogy.

PubMed

Nguyen, Megan; Miranda, Joyal; Lapum, Jennifer; Donald, Faith

2016-07-01

Learner-oriented strategies focusing on learning processes are needed to prepare nursing students for complex practice situations. An arts-based learning approach uses art to nurture cognitive and emotional learning. Knowles' theory of andragogy aims to develop the skill of learning and can inform the process of implementing arts-based learning. This article explores the use and evaluation of andragogy-informed arts-based learning for teaching nursing theory at the undergraduate level. Arts-based learning activities were implemented and then evaluated by students and instructors using anonymous questionnaires. Most students reported that the activities promoted learning. All instructors indicated an interest in integrating arts-based learning into the curricula. Facilitators and barriers to mainstreaming arts-based learning were highlighted. Findings stimulate implications for prospective research and education. Findings suggest that arts-based learning approaches enhance learning by supporting deep inquiry and different learning styles. Further exploration of andragogy-informed arts-based learning in nursing and other disciplines is warranted. [J Nurs Educ. 2016;55(7):407-410.]. Copyright 2016, SLACK Incorporated.

IMPLEMENTATION AND SUSTAINABILITY OF CHILD-PARENT PSYCHOTHERAPY: THE ROLE OF REFLECTIVE CONSULTATION IN THE LEARNING COLLABORATIVE MODEL.

PubMed

Noroña, Carmen Rosa; Acker, Michelle L

2016-11-01

Recent implementation science in mental health has focused on identifying the most effective strategies to disseminate and implement evidence-based treatments (EBTs) into real-world practice settings. The learning collaborative training methodology and its use of expert trainers/consultants have become increasingly popular as one of these approaches. Moreover, there is preliminary evidence that ongoing expert consultation may increase the adoption, learning, and sustainability of EBTs by an already practicing workforce and, consequently, help trainers, practitioners, and organizations address implementation barriers. This article describes the authors' experiences in facilitating Child-Parent Psychotherapy (CPP) training and explores the role of reflective clinical consultation as an active process that supports the implementation of a rich, but complex, model that requires sophisticated knowledge and skills from practitioners. It examines the intricate range of the CPP consultant's functions, which ultimately support clinicians' reflective practice as they learn and adopt this EBT. Reflective consultation is proposed as an essential component for the integration of knowledge, experience, and emotions in practitioners and as a catalyst for organizational change. Using their voices as trainers-consultants and those of their trainees, the authors discuss the implications of reflective consultation for the effective implementation and sustainability of CPP. Reflections are offered on lessons learned. © 2016 Michigan Association for Infant Mental Health.

Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities

ERIC Educational Resources Information Center

Gatlin, Brandy; Wanzek, Jeanne

2017-01-01

Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we…

Multicultural and Anti-Racist Education: The Developmental Rationale and Practical Implications.

ERIC Educational Resources Information Center

Mock, Karen R.

This paper examines the meaning of multicultural education as a means of insuring that students feel comfortable in more than one cultural context. It outlines stages of child development and theories of learning behavior, especially as they relate to the development of cultural and racial attitudes. This paper examines behavioral development in…

Lessons Learned in Scaling up Effective Practices: Implications for Promoting Self-Determination within Developmental Disabilities

ERIC Educational Resources Information Center

Bacon, Ansley; Walker, Hill M.; Schwartz, Allen A.; O'Hara, David M.; Calkins, Carl; Wehmeyer, Michael L.

2011-01-01

The public's increasing demands for greater accountability and a better return on investment from research supported by federal funding requires that organizations studying and solving problems in areas like health, education, disability, and child mental health document the impact of their work. Human service and educational professionals agree…

Increasing Endurance by Building Fluency: Precision Teaching Attention Span.

ERIC Educational Resources Information Center

Binder, Carl; And Others

1990-01-01

Precision teaching techniques can be used to chart students' attention span or endurance. Individual differences in attention span can then be better understood and dealt with effectively. The effects of performance duration on performance level, on error rates, and on learning rates are discussed. Implications for classroom practice are noted.…

Considering Counterfactuals: The Relationship between Causal Learning and Pretend Play

ERIC Educational Resources Information Center

Gopnik, Alison; Walker, Caren M.

2013-01-01

Many researchers have long assumed imaginative play critical to the healthy cognitive, social, and emotional development of children, which has important implications for early-education policy and practice. But, the authors find, a careful review of the existing literature highlights a need for a better theory to clarify the nature of the…

Learning to Click: An Evaluation of the Personal Response System Clicker Technology in Introductory Marketing Courses

ERIC Educational Resources Information Center

Williamson Sprague, Elaine; Dahl, Darren W.

2010-01-01

The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers.…

Thinking Comprehensively about Education: Spaces of Educative Possibility and Their Implications for Public Policy

ERIC Educational Resources Information Center

Dixon-Roman, Ezekiel, Ed.; Gordon, Edmund W., Ed.

2012-01-01

While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. "Thinking Comprehensively About Education" sheds much-needed light on those systems, programs, and…

Consequences of Physical Health and Mental Illness Risks for Academic Achievement in Grades K-12

ERIC Educational Resources Information Center

Joe, Sean; Joe, Emanique; Rowley, Larry L.

2009-01-01

Educational research, practice, and institutions regularly highlight the significance of factors outside of schooling that affect children's engagement and participation in classroom learning. The health of children and families is one such issue with implications for the quality of children's school experiences, treatment in school, and academic…

Physical Education, the Policy Entrepreneur and Comprehensive Schooling: Can They Exist in Harmony?

ERIC Educational Resources Information Center

Thorburn, Malcolm

2009-01-01

This article analyses the ways in which policy entrepreneurs have recently influenced physical education (PE) policy and practice in England and Scotland and discusses some of the implications this might have for students' learning opportunities within comprehensive schools in future years. And, while considerations of this sort raise a plethora…

Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-Based Inquiry Teams

ERIC Educational Resources Information Center

Gallimore, Ronald; Ermeling, Bradley A.; Saunders, William M.; Goldenberg, Claude

2009-01-01

A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry protocol shifted attribution of improved student performance to their teaching rather than external…

PLA Philosophy, Policy, and Practice Implications: Revisiting the 2009 Hoffman, Travers, Evans, and Treadwell Study

ERIC Educational Resources Information Center

Travers, Nan L.

2013-01-01

The heart of prior learning assessment (PLA) is the quality and validity of the academic evaluation process itself. Institutions providing PLA opportunities are faced with issues of accountability from all constituents: students, faculty, state systems, and accrediting agencies. Increasingly, institutions are more and more accepting of different…

An Analysis of Predictors of History Content Knowledge: Implications for Policy and Practice

ERIC Educational Resources Information Center

Fitchett, Paul G.; Heafner, Tina L.; Lambert, Richard G.

2017-01-01

How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these…

Children's Risk-Taking Behaviour: Implications for Early Childhood Policy and Practice

ERIC Educational Resources Information Center

Little, Helen

2006-01-01

The safety of children as they learn and develop is of prime concern for parents, teachers and legislators alike. Legislation governing the provision of early childhood services provides guidelines and procedures for reducing the likelihood of children being exposed to injuries and unsafe environments. Such strategies, however, only take account…

Interrupting Extremism by Creating Educative Turbulence

ERIC Educational Resources Information Center

Davies, Lynn

2014-01-01

This article begins from the premise that it is important to explore how people unlearn, as well as learn, specifically in terms of extremist or violent attitudes. It shows the implications of two aspects of complexity theory--turbulence and self-organisation--for educational practice and the fostering of a complex adaptive school, which can aid…

Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

ERIC Educational Resources Information Center

Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

2015-01-01

Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

Practical Implications of Research on Referral and Opportunity to Learn. Monograph No. 22.

ERIC Educational Resources Information Center

Ysseldyke, James; And Others

The paper summarizes findings from four studies on the referral process for students with academic and social/behavioral problems and several observational investigations on students' academic responding time. Research on referral addresses such aspects as reasons for referral, causes ascribed for difficulties, pre-referral classroom intervention,…

The Consequences of Writing: Enhancing Learning in the Disciplines.

ERIC Educational Resources Information Center

Parker, Robert P.; Goodkin, Vera

Intended for teachers of grades 7-16, this book discusses "heuristic" writing--writing that produces new, irreversible knowledge for the writer leading to a fuller understanding of the self and of the act of writing--as well as principles and practices having direct implications for a wide range of students. Chapter 1 examines the…

Theorizing the Spatial Dimensions and Pedagogical Implications of Transnationalism

ERIC Educational Resources Information Center

Warriner, Doris

2017-01-01

The construct of transnationalism has been used to describe and examine how people maintain connections with their homeland while learning about and participating in the practices of the receiving context. This notion has influenced a great deal of research that seeks to capture how transnational connections are created and sustained--and also how…

Writing Matters: Back to the Future with Rhetoric

ERIC Educational Resources Information Center

Pare, Anthony

2009-01-01

The past four decades have seen dramatic developments in the study and teaching of writing. The result is a body of knowledge about writing that has profound practical and pedagogical implications for teaching, thinking, and learning across the curriculum. This article discusses five things about writing that can have an effect across the…

Teaching and Learning with Asian American and Pacific Islander Students

ERIC Educational Resources Information Center

Lei, Joy L.

2006-01-01

The White/Other binary serve as normative racialized discourses in US society and educational research and practice. In this article, I discuss the implications of this binary on teaching Asian American and Pacific Islander students by first examining the positioning and representations of Asian Americans and Pacific Islanders in the US racial…

Secondary Mathematics Coaching: The Components of Effective Mathematics Coaching and Implications

ERIC Educational Resources Information Center

Bengo, Priscilla

2016-01-01

Mathematics coaching, which can be defined broadly as job-embedded learning for mathematics teachers with someone who can help, is being used in Canada to improve teaching practice and increase student achievement. Mathematics coaching research is quite new with little written on the components of effective coaching. The paper attempts to…

Theoretical Perspectives on Learning in an Informal Setting.

ERIC Educational Resources Information Center

Anderson, David; Lucas, Keith B.; Ginns, Ian S.

2003-01-01

Reports the findings of an interpretive case study of the knowledge transformations of three Year 7 students who had participated in a class visit to a science museum and associated post-visit activities. Discusses theoretical and practical implications of these findings for teachers and staff of museums and similar institutions. (Author/KHR)

Activity Theory and the New Literacy Studies: Modelling the Literacy Learning Activity System.

ERIC Educational Resources Information Center

Kostogriz, Alexander

This paper explores a number of implications arising from the combination of the New Literacy Studies and cultural-historical psychology--in particular, the concept of literacy as social practice and the psychological category of activity. Placing "social" at the center of literacy and psychological studies, these two perspectives are…

Phenomenography: Implications for Expanding the Educational Action Research Lens

ERIC Educational Resources Information Center

Beaulieu, Rodney

2017-01-01

Action research is a growing tradition for improving teachers' practice and students' learning outcomes, and it draws from a variety of methods for collecting and analysing data. In this article, phenomenography is proposed as an innovative approach for enhancing action research. With an emphasis on mapping variations on students' experience,…

Translanguaging in Bilingual Teacher Preparation: Exploring Pre-Service Bilingual Teachers' Academic Writing

ERIC Educational Resources Information Center

Musanti, Sandra I.; Rodríguez, Alma D.

2017-01-01

Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore…

Energy Project Professional Development: Promoting Positive Attitudes about Science among K-12 Teachers

ERIC Educational Resources Information Center

Robertson, Amy D.; Daane, Abigail R.

2017-01-01

Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…

"Phronesis": Children's Local Rural Knowledge of Science and Engineering

ERIC Educational Resources Information Center

Avery, Leanne M.; Kassam, Karim-Aly

2011-01-01

This study analyzes videotaped interviews and 407 photographs taken by 20 grade 5 and 6 students in rural New York State to document their science and engineering learning. Aristotle's concept of phronesis or practical wisdom frames the findings and their implications. Key findings indicate that: (1) All 20 children found examples of science and…

Learning from Writing in Secondary Science: Some Theoretical and Practical Implications

ERIC Educational Resources Information Center

Prain, Vaughan

2006-01-01

There is growing recognition that learners in science need to become familiar with the discourse rules, rationale, claims, and procedures of traditional ways of representing scientific inquiry and findings. At the same time, some researchers in science education have claimed that students also need opportunities to write in ways that enable…

Gray matter volume is associated with rate of subsequent skill learning after a long term training intervention

PubMed Central

Sampaio-Baptista, Cassandra; Scholz, Jan; Jenkinson, Mark; Thomas, Adam G.; Filippini, Nicola; Smit, Gabrielle; Douaud, Gwenaëlle; Johansen-Berg, Heidi

2014-01-01

The ability to predict learning performance from brain imaging data has implications for selecting individuals for training or rehabilitation interventions. Here, we used structural MRI to test whether baseline variations in gray matter (GM) volume correlated with subsequent performance after a long-term training of a complex whole-body task. 44 naïve participants were scanned before undertaking daily juggling practice for 6 weeks, following either a high intensity or a low intensity training regime. To assess performance across the training period participants' practice sessions were filmed. Greater GM volume in medial occipito-parietal areas at baseline correlated with steeper learning slopes. We also tested whether practice time or performance outcomes modulated the degree of structural brain change detected between the baseline scan and additional scans performed immediately after training and following a further 4 weeks without training. Participants with better performance had higher increases in GM volume during the period following training (i.e., between scans 2 and 3) in dorsal parietal cortex and M1. When contrasting brain changes between the practice intensity groups, we did not find any straightforward effects of practice time though practice modulated the relationship between performance and GM volume change in dorsolateral prefrontal cortex. These results suggest that practice time and performance modulate the degree of structural brain change evoked by long-term training regimes. PMID:24680712

Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education

NASA Astrophysics Data System (ADS)

Ellison, Scott; Allen, Ben

2018-03-01

A defining characteristic of contemporary trends in global education policy is the promotion of STEM learning in the primary, secondary, and tertiary sectors of education as a means to generate innovation and prosperity in the economy. Intertwined with common sensical assumptions about future labor markets and the transformative potential of technology in education, STEM has become a hegemonic discourse informing policy formation and educational practice. In Gramscian terms, the struggle over STEM as a discursive practice, between proponents of instrumental learning of marketable economic skills and those of education towards humanistic goals, reveals insights about the ideological characteristics of the push for STEM learning. This article explores the power dynamics behind the push for STEM learning as an ideological discourse propagated by global networks of elite policy actors and enacted by non-elite policy actors at the school level. The findings point toward a disjuncture between the discourse of elite policy actors in the US, the realities of STEM labor markets, and the actualization of this policy discourse into classroom practice. The implications of this study indicate that analyses of vertical power relations in network governance in STEM education should attend to the semiotics, materiality, and mutability of networked spaces.

`You Actually Feel like You're Actually Doing Some Science': Primary Students' Perspectives of Their Involvement in the MyScience Initiative

NASA Astrophysics Data System (ADS)

Forbes, Anne; Skamp, Keith

2017-07-01

MyScience is a primary science education initiative in which being in a community of practice (CoP) is integral to the learning process. Stakeholder groups—primary teachers, primary students and scientist mentors—interact around the CoP domainof investigating scientifically and learn from each other through participation. This paper is the fifth in a series and reports 27 year 5/6 students' (from three schools) perceptions of how their views were influenced through their involvement in a MyScience CoP. Semi-structured interviews, guided by a phenomenographic framework, were the substantive data source. Primary students' perceptions about science, science learning and science teaching were analysed using attributes associated with both communities of practice and the nature of science. Findings reveal that students' perceptions of what it means to be doing science' were transformed through their participation and students were able to identify some of the contributing factors. Where appropriate, students' views were compared with the published views of their participating scientist mentors and teachers from earlier papers. Implications for science teaching and learning in primary school community of practice settings are discussed.

Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

NASA Astrophysics Data System (ADS)

Forbes, Anne; Skamp, Keith

2016-02-01

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

PubMed

Hearne, D; Stone, S

1995-01-01

The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

Studying disability and disability studies: shifting paradigms of LDA synthesis of responses to Reid and Valle.

PubMed

Connor, David J

2005-01-01

In this article, I discuss the 11 diverse responses to Reid and Valle's work on the discursive practice of learning disabilities (LD), implications for instruction, and parent-school relations. I highlight key ideas from each article and then focus on three common areas of interest shared by most respondents: the unacceptable status quo of schooling practices; desired changes in schooling practices; and knowledge production in the field of special education and its relation to schooling practices. In light of the many issues raised, I urge the need for a reflective turn in the field of LD and for openness toward diversification of thought.

A qualitative evaluation of the impact of a palliative care course on preregistration nursing students' practice in Cameroon.

PubMed

Bassah, Nahyeni; Cox, Karen; Seymour, Jane

2016-03-31

Current evidence suggests that palliative care education can improve preregistration nursing students' competencies in palliative care. However, it is not known whether these competencies are translated into students' practice in the care of patients who are approaching the end of life. This paper seeks to contribute to the palliative care evidence base by examining how nursing students in receipt of education report transfer of learning to practice, and what the barriers and facilitators may be, in a resource-poor country. We utilised focus groups and individual critical incident interviews to explore nursing students' palliative care learning transfer. Three focus groups, consisting of 23 participants and 10 individual critical incident interviews were conducted with preregistration nursing student who had attended a palliative care course in Cameroon and had experience caring for a patient approaching the end of life. Data was analysed thematically, using the framework approach. The results suggest that nursing students in receipt of palliative care education can transfer their learning to practice. Students reported recognizing patients with palliative care needs, providing patients with physical, psychosocial and spiritual support and communicating patient information to the wider care team. They did however perceive some barriers to this transfer which were either related to themselves, qualified nurses, the practice setting or family caregivers and patients. The findings from this study suggest that nursing student in receipt of palliative care education can use their learning in practice to provide care to patients and their families approaching the end of life. Nevertheless, these findings need to be treated with some caution given the self-reported nature of the data. Demonstrating the link between preregistration palliative care education and patient care is vital to ensuring that newly acquired knowledge and skills are translated and embedded into clinical practice. This study also has implications for advocating for palliative care policies and adequately preparing clinical placement sites for students' learning and transfer of learning.

Learning from the Mars Rover Mission: Scientific Discovery, Learning and Memory

NASA Technical Reports Server (NTRS)

Linde, Charlotte

2005-01-01

Purpose: Knowledge management for space exploration is part of a multi-generational effort. Each mission builds on knowledge from prior missions, and learning is the first step in knowledge production. This paper uses the Mars Exploration Rover mission as a site to explore this process. Approach: Observational study and analysis of the work of the MER science and engineering team during rover operations, to investigate how learning occurs, how it is recorded, and how these representations might be made available for subsequent missions. Findings: Learning occurred in many areas: planning science strategy, using instrumen?s within the constraints of the martian environment, the Deep Space Network, and the mission requirements; using software tools effectively; and running two teams on Mars time for three months. This learning is preserved in many ways. Primarily it resides in individual s memories. It is also encoded in stories, procedures, programming sequences, published reports, and lessons learned databases. Research implications: Shows the earliest stages of knowledge creation in a scientific mission, and demonstrates that knowledge management must begin with an understanding of knowledge creation. Practical implications: Shows that studying learning and knowledge creation suggests proactive ways to capture and use knowledge across multiple missions and generations. Value: This paper provides a unique analysis of the learning process of a scientific space mission, relevant for knowledge management researchers and designers, as well as demonstrating in detail how new learning occurs in a learning organization.

Engineering Good: How Engineering Metaphors Help us to Understand the Moral Life and Change Society

PubMed Central

2009-01-01

Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate way to understand and guide the moral life. Responding to two problems of alienation and taking into account developments such as Fab Lab I then further explore the implications of this view for engineering and society. PMID:19722107

Goodnight book: sleep consolidation improves word learning via storybooks

PubMed Central

Williams, Sophie E.; Horst, Jessica S.

2014-01-01

Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children's word retention were tested 2.5 h later, 24 h later, and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children's word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed. PMID:24624111

Constructing conceptual knowledge and promoting "number sense" from computer-managed practice in rounding whole numbers

NASA Astrophysics Data System (ADS)

Hativa, Nira

1993-12-01

This study sought to identify how high achievers learn and understand new concepts in arithmetic from computer-based practice which provides full solutions to examples but without verbal explanations. Four high-achieving second graders were observed in their natural school settings throughout all their computer-based practice sessions which involved the concept of rounding whole numbers, a concept which was totally new to them. Immediate post-session interviews inquired into students' strategies for solutions, errors, and their understanding of the underlying mathematical rules. The article describes the process through which the students construct their knowledge of the rounding concepts and the errors and misconceptions encountered in this process. The article identifies the cognitive abilities that promote student self-learning of the rounding concepts, their number concepts and "number sense." Differences in the ability to generalise, "mathematical memory," mindfulness of work and use of cognitive strategies are shown to account for the differences in patterns of, and gains in, learning and in maintaining knowledge among the students involved. Implications for the teaching of estimation concepts and of promoting students' "number sense," as well as for classroom use of computer-based practice are discussed.

Teacher Learning of Technology Enhanced Formative Assessment

NASA Astrophysics Data System (ADS)

Feldman, Allan; Capobianco, Brenda M.

2008-02-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers' practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.

Anesthesiology, automation, and artificial intelligence

PubMed Central

Alexander, John C.; Joshi, Girish P.

2018-01-01

ABSTRACT There have been many attempts to incorporate automation into the practice of anesthesiology, though none have been successful. Fundamentally, these failures are due to the underlying complexity of anesthesia practice and the inability of rule-based feedback loops to fully master it. Recent innovations in artificial intelligence, especially machine learning, may usher in a new era of automation across many industries, including anesthesiology. It would be wise to consider the implications of such potential changes before they have been fully realized. PMID:29686578

Evaluation of students' perception of their learning environment and approaches to learning

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

Transfer of test-enhanced learning: Meta-analytic review and synthesis.

PubMed

Pan, Steven C; Rickard, Timothy C

2018-05-07

Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) that together comprise more than 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a nontesting reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias using PET-PEESE and various selection methods, the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Exploring how Australian occupational therapists and physiotherapists understand each other's professional values: implications for interprofessional education and practice.

PubMed

Aguilar, Alejandra; Stupans, Ieva; Scutter, Sheila; King, Sharron

2014-01-01

This article provides insight into the values Australian occupational therapists and physiotherapists consider essential for their practice and the values that they perceive as important for each other. Findings from a study that employed the Delphi technique to identify the values occupational therapists and physiotherapists consider essential for their practice were compared with interview results that provide insight into how these professionals perceive one another's values. The results from this comparison indicate that occupational therapy and physiotherapy participants have limited knowledge of each other's values. This is evidenced by participants only identifying a minority of the values considered essential within the other profession and not identifying many of the values that guide daily practice within the other profession. The results hold implications for interprofessional education and practice, where knowledge of the values of other professions in the team is essential. To enable interprofessional collaboration, professions need to make their values explicit and provide their students, practitioners and educators with opportunities to learn about their own values and the values of other professions.

An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity

NASA Astrophysics Data System (ADS)

Hansen, Pil; Oxoby, Robert J.

2017-01-01

In this article, we articulate preliminary insights from two pilot studies. These studies contribute to an ongoing process of developing empirical, cross-disciplinary measures to understand the cognitive and learning effects of complex artistic practices - effects that we situate between theory of embodied concepts and conceptually calibrated physical attention and action. The stage of this process that we report on here was led by the cognitive performance studies scholar and dramaturge, Pil Hansen, and undertaken in collaboration with the experimental psychologist, Vina Goghari, and the behavioural economist, Robert Oxoby, assisted by four research assistants from Drama, Music, and Psychology at the University of Calgary. Our team set out to test the following hypothesis: Active participation in performance generating systems has a positive effect on advanced student performers' working memory capacity, executive functions, and learning. Our results have implications, in particular, for understandings of embodied learning in the educational sector, however a perhaps more significant contribution is a better understanding of the measures and constructs needed to arrive at a more complex, yet operational concept of embodied learning and forward the experimental study of relationships between performing arts practices, cognition, and learning.

Humanizing Instructional Videos in Physics: When Less Is More

NASA Astrophysics Data System (ADS)

Schroeder, Noah L.; Traxler, Adrienne L.

2017-06-01

Many instructors in science, technology, engineering, and mathematics fields are striving to create active learning environments in their classrooms and in doing so are frequently moving the lecture portion of their course into online video format. In this classroom-based study, we used a two group randomized experimental design to examine the efficacy of an instructional video that incorporates a human hand demonstrating and modeling how to solve frictional inclined plane problems compared to an identical video that did not include the human hand. The results show that the learners who viewed the video without the human hand present performed significantly better on a learning test and experienced a significantly better training efficiency than the learners who viewed the video with the human hand present. Meanwhile, those who learned with the human hand present in the instructional video rated the instructor as being more humanlike and engaging. The results have implications for both theory and practice. Implications for those designing instructional videos are discussed, as well as the limitations of the current study.

Instructional Storytelling: Application of the Clinical Judgment Model in Nursing.

PubMed

Timbrell, Jessica

2017-05-01

Little is known about the teaching and learning implications of instructional storytelling (IST) in nursing education or its potential connection to nursing theory. The literature establishes storytelling as a powerful teaching-learning method in the educational, business, humanities, and health sectors, but little exploration exists that is specific to nursing. An example of a story demonstrating application of the domains of Tanner's clinical judgment model links storytelling with learning outcomes appropriate for the novice nursing student. Application of Tanner's clinical judgment model offers consistency of learning experience while preserving the creativity inherent in IST. Further research into student learning outcomes achievement using IST is warranted as a step toward establishing best practices with IST in nursing education. [J Nurs Educ. 2017;56(5):305-308.]. Copyright 2017, SLACK Incorporated.

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

NASA Astrophysics Data System (ADS)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.

[Back to units for nursing students' education? The Dedicated Education Units (DEU)].

PubMed

Randon, Giulia; Bortolami, Elena; Grosso, Silvia

2017-01-01

. Back to units for nursing students' education? The Dedicated Education Units (DEU). The reorganization and rationalization of resources and cost containment in health care put a strain on the sustainability of practical training of student nurses. The Dedicated Education Units (DEU), where ward staff, in collaboration with university teachers, receive large numbers of students, integrating the caring and teaching missions, are a possible answer. To describe the main characteristics of DEUs. A literature search was conducted in Pubmed with the following key-words Dedicated Education Unit, Education Unit and Nursing Education, up to January 30, 2017. Several models of DEU were identified with differences in contexts, professional roles involved, type of organizations (number of students, length of practical training). The students perceive a welcoming climate that promotes learning and allows time and space for reflection; they develop a professional group identity and learn to recognize and implement the presponsibilities related to the professional role. The students express satisfaction for the relationship with professionals involved in their education due to the clear definition of roles and responsibilities, of their learning needs and feel supported in the connections of theory and practice. The DEU, receiving large number of students optimize the use of resources. The DEU represent one of the possible models of organization of the practical training, able to ensure a high quality learning environment. The practical implications of its implementation in the italian context on skills acquisition and sustainability need a thorough assessment.

School Ethnic-Racial Socialization: Learning about Race and Ethnicity among African American Students

ERIC Educational Resources Information Center

Aldana, Adriana; Byrd, Christy M.

2015-01-01

Research has sought to understand how parents socialize their children around race and ethnicity, but few studies have considered how contexts outside the home are also important sources of socialization. In this paper we review and integrate literature on practices in school settings that have implications for ethnic-racial socialization using a…

Educating Students with FASD: Linking Policy, Research and Practice

ERIC Educational Resources Information Center

Millar, Julie A.; Thompson, Janet; Schwab, Dorothy; Hanlon-Dearman, Ana; Goodman, Deborah; Koren, Gal; Masotti, Paul

2017-01-01

Fetal alcohol spectrum disorder (FASD) is a prevalent neurodevelopmental disability with significant implications for learning and behaviour. International research suggests that the prevalence of FASD in school-aged children is 2.3-6.3%. In this paper, we address the questions: (1) what is FASD; (2) what is the prevalence of FASD in schools; (3)…

Design and Redesign of a Multimodal Classroom Task--Implications for Teaching and Learning

ERIC Educational Resources Information Center

Öman, Anne; Sofkova Hashemi, Sylvana

2015-01-01

Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of…

Most Teens Say "It's Okay to Even the Score!"

ERIC Educational Resources Information Center

Curriculum Review, 2009

2009-01-01

While today's teens are learning the Three "Rs" of Reading, Writing and Arithmetic in school, new research shows that many teens are justifying violence to practice a fourth--Revenge. In a youth culture where violence is often believed to be acceptable, experts say that these and other findings not only present disturbing implications for school…

Implications on Pedagogy as a Result of Adopted CALL Practices

ERIC Educational Resources Information Center

Pagel, James W.; Lambacher, Stephen G.

2016-01-01

As part of a longitudinal study on learner and instructor attitudes and patterns of computer and mobile device usage, we have attempted to identify how language instructors and students value their use in L2 learning. During the past five years at Aoyama Gakuin University (AGU) in Tokyo, we have surveyed both students and instructors annually in…

Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning

ERIC Educational Resources Information Center

Genesee, Fred; Paradis, Johanne; Crago, Martha B.

2004-01-01

This book dispels many myths about dual language development and answers key questions that might arise as you work with children and their parents. Student profiles, definitions of key terms, and "clinical implications" sections for selected chapters make this a valuable reference for in-practice SLPs and educators, an accessible resource for…

The i-Map: A Process-Centered Response to Plagiarism

ERIC Educational Resources Information Center

Walden, Kim; Peacock, Alan

2006-01-01

In recent years there has been a marked change in our cultural relationship with information which has implications for our teaching and learning practices. Current concerns about the identification of, and responses to, plagiarism are grounded in that process of change. In this paper we take the position that it is better to address and respond…

Teacher Educator Professional Learning in the Third Space: Implications for Identity and Practice

ERIC Educational Resources Information Center

Williams, Judy

2014-01-01

This article reports on the results of a research project in which 18 teacher educators in three countries-Australia, The Netherlands, and United Kingdom-were interviewed about their experiences of working in the so-called "third space" between schools and universities, particularly in relation to the practicum, or field supervision.…

Implications of Outcomes-Based Education for Children with Disabilities. Synthesis Report 6.

ERIC Educational Resources Information Center

Thurlow, Martha L.

This paper examines the concept of "outcomes-based education" (OBE), how it was developed, how it relates to other current reforms that encompass the notion of outcomes, and how it relates to students with disabilities in theory and in practice. Outcomes-based education holds that all children can learn and succeed and that schools are…

Gamifying Learning Experiences: Practical Implications and Outcomes

ERIC Educational Resources Information Center

Dominguez, Adrian; Saenz-de-Navarrete, Joseba; de-Marcos, Luis; Fernandez-Sanz, Luis; Pages, Carmen; Martinez-Herraiz, Jose-Javier

2013-01-01

Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those…

(Almost) Everything I Need to Know about Multiculturalism I Learned on Jury Duty

ERIC Educational Resources Information Center

Smith, Shaunna

2013-01-01

In this article, the author states that during her experience on jury duty--spent with a melting pot of socially-conscious citizens--she reflected upon the implications for education and her own teaching practice. Three major themes centering around her understanding of multiculturalism surfaced: (1) Defining multiculturalism; (2) The cult of…

To Cheat or Not to Cheat: A Review with Implications for Practice

ERIC Educational Resources Information Center

Hensley, Lauren

2013-01-01

Cheating is antithetical to the goals of meaningful learning and moral development. The more that community college faculty, staff, and administrators understand the nature of cheating and factors associated with the behavior, the more effective they can be in creating environments of integrity both inside and outside of the formal classroom. This…

Deconstructing Dominance: Toward a Reconceptualization of the Relationship between Collective and Individual Identities, Globalization, and Learning at Work

ERIC Educational Resources Information Center

Mizzi, Robert C.; Rocco, Tonette S.

2013-01-01

Through this article, we assert that given the individual-oriented literature on identity, and the fact that workplaces are increasingly becoming globalized, collective identities might struggle and run up against dominant, individualistic forms of identity-formation. This struggle may have serious implications for workplace practices, including…

Applying Constructivist and Objectivist Learning Theories in the Design of a Web-based Course: Implications for Practice.

ERIC Educational Resources Information Center

Moallem, Mahnaz

2001-01-01

Provides an overview of the process of designing and developing a Web-based course using instructional design principles and models, including constructivist and objectivist theories. Explains the process of implementing an instructional design model in designing a Web-based undergraduate course and evaluates the model based on course evaluations.…

The Zone of Potential Development: Implications for Intelligence Testing in the Year 2000. Technical Report No. 128.

ERIC Educational Resources Information Center

Brown, Ann L.; French, Lucia A.

The practice and interpretation of intelligence testing of educable retarded and learning disabled children is examined in this report. The current and future state of intelligence testing is discussed in terms of its predictive, diagnostic, and remedial functions. The first section places a consideration of individual testing formats within a…

WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning

ERIC Educational Resources Information Center

Zheng, R.; Perez, J.; Williamson, J.; Flygare, J.

2008-01-01

The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by teachers and variables affecting their perceptions…

An Analysis of Verbal Stimulus Control in Intraverbal Behavior: Implications for Practice and Applied Research

ERIC Educational Resources Information Center

Eikeseth, Svein; Smith, Dean P.

2013-01-01

A common characteristic of the language deficits experienced by children with autism (and other developmental disorders) is their failure to acquire a complex intraverbal repertoire. The difficulties with learning intraverbal behaviors may, in part, be related to the fact that the stimulus control for such behaviors usually involves highly complex…

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Kelly, Bridget T.

2007-01-01

The purpose of this study was to assess individuals' perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to…

Problems and Practical Solutions of Web-Based Courses: Lessons Learned from Three Educational Institutions.

ERIC Educational Resources Information Center

Miltiadou, Marios; McIsaac, Marina S.

The purpose of this paper is to review problems encountered in World Wide Web-based courses delivered at three different educational institutions (i.e., two community colleges and a university) in the metropolitan Phoenix (Arizona) area. Implications are discussed based on distance education theories of interaction. Interaction is a vital issue to…

Teacher Conceptions, Curriculum Ideologies, and Adaptations to Linear Change in River School District: Implications for Gifted and Talented

ERIC Educational Resources Information Center

Allen, William T., Jr.; Hunsaker, Scott L.

2016-01-01

Curriculum ideologies are educational theories applied in everyday pedagogical practice. In this study, to better meet the learning needs of their students, four middle school teachers used a variety of ideologies as a professional toolbox. When confronted with school district standardization, these teachers adapted; however, as predicted by…

The Snygg-Combs Phenomenological Theory of Perception and Its Implications for Adult Education Theory and Practice.

ERIC Educational Resources Information Center

Russell, John Tennyson

The Snygg-Combs theory of perception was examined as to its utility in subsuming and explaining the interaction of common elements found among variables in adult teaching and learning situations. Answers were sought to 15 questions regarding the origins, essential characteristics, criticisms, and methodologies of the theory; its philosophical…

Practical Implications of a Constructivist Approach to EFL Teaching in a Higher Education Context

ERIC Educational Resources Information Center

Iglesias Xamani, Montserrat

2013-01-01

Traditional pedagogical approaches may not be the best way to cater for the specific needs of learners in higher education settings, particularly those of university students with special expectations and professional prospects. The question of enhancing language learning awareness as a means of fostering the acquisition of a foreign language…

Touch and Gesture-Based Language Learning: Some Possible Avenues for Research and Classroom Practice

ERIC Educational Resources Information Center

Reinders, Hayo

2014-01-01

Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of…

The Importance of Orientation: Implications of Professional Identity on Classroom Practice and for Professional Learning

ERIC Educational Resources Information Center

Hsieh, Betina

2015-01-01

Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher…

Innovative Teaching Practice: Traditional and Alternative Methods (Challenges and Implications)

ERIC Educational Resources Information Center

Nurutdinova, Aida R.; Perchatkina, Veronika G.; Zinatullina, Liliya M.; Zubkova, Guzel I.; Galeeva, Farida T.

2016-01-01

The relevance of the present issue is caused be the strong need in alternative methods of learning foreign language and the need in language training and retraining for the modern professionals. The aim of the article is to identify the basic techniques and skills in using various modern techniques in the context of modern educational tasks. The…

University and Social Involvement at the Neighborhood Level: Implications for Social Work Education

ERIC Educational Resources Information Center

Schmid, Hillel; Blit-Cohen, Edith

2009-01-01

The article describes and evaluates an innovative experiment in education and training of social workers at an academic learning center, which was established by the Hebrew University's School of Social Work and Social Welfare in a neighborhood of Jerusalem. The project focused on strengthening the link between theory, research, and practice.…

Transforming Education: Global Perspectives, Experiences and Implications. Educational Psychology: Critical Pedagogical Perspectives. Volume 24

ERIC Educational Resources Information Center

DeVillar, Robert A., Ed.; Jiang, Binbin, Ed.; Cummins, Jim, Ed.

2013-01-01

This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of…

Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms

ERIC Educational Resources Information Center

Lee, Jin Sook; Hill-Bonnet, Laura; Raley, Jason

2011-01-01

In settings where speakers of two or more different languages coexist, language brokering, the act of interpreting and translating between culturally and linguistically different speakers, is commonly practiced. Yet the examination of language brokering and its implications in classroom settings have not received much attention in the literature.…

Teachers' Experiences Collaborating in Expanded School Mental Health: Implications for Practice, Policy and Research

ERIC Educational Resources Information Center

Mellin, Elizabeth A.; Ball, Annahita; Iachini, Aidyn; Togno, Nicole; Rodriguez, Ana Maria

2017-01-01

Teachers are critical partners in expanded school mental health (ESMH) collaborations that aim to bring educators, community mental health professionals and families together to leverage expertise and resources for addressing non-academic barriers to learning. Although teachers are in a unique position to observe the day-to-day mental health needs…

Whole-School Success and Inclusive Education: Building Partnerships for Learning, Achievement, and Accountability. Special Education Series.

ERIC Educational Resources Information Center

Sailor, Wayne, Ed.

This collection of papers examines inclusive education practices in public schools. There are 14 papers in 4 parts. Part 1, "Inclusive Education in a Context of Emerging Partnerships," includes: (1) "Devolution, School/Community/Family Partnerships, and Inclusive Education" (Wayne Sailor); (2) "The Implications of Goals 2000 for Inclusive…

The Relation of Story Structure to a Model of Conceptual Change in Science Learning

NASA Astrophysics Data System (ADS)

Klassen, Stephen

2010-03-01

Although various reasons have been proposed to explain the potential effectiveness of science stories to promote learning, no explicit relationship of stories to learning theory in science has been propounded. In this paper, two structurally analogous models are developed and compared: a structural model of stories and a temporal conceptual change model of learning. On the basis of the similarity of the models, as elaborated, it is proposed that the structure of science stories may promote a re-enactment of the learning process, and, thereby, such stories serve to encourage active learning through the generation of hypotheses and explanations. The practical implications of this theoretical analogy can be applied to the classroom in that the utilization of stories provides the opportunity for a type of re-enactment of the learning process that may encourage both engagement with the material and the development of long-term memory structures.

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Legal and definitional issues affecting the identification and education of adults with specific learning disabilities in adult education programs.

PubMed

Taymans, Juliana M

2012-01-01

Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs.

Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

NASA Astrophysics Data System (ADS)

Robertson, Amy D.; Daane, Abigail R.

2017-12-01

Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning.

PubMed

Wulf, Gabriele; Lewthwaite, Rebecca

2016-10-01

Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self- and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.

Executive dysfunction post-stroke: an insight into the perspectives of physiotherapists.

PubMed

Hayes, Sara; Donnellan, Claire; Stokes, Emma

2015-01-01

To gain an understanding of physiotherapy practice in relation to executive dysfunction (ED) post-stroke. Three focus groups were conducted using semi-structured interview schedules to highlight how ED post-stroke was understood by 12 physiotherapists with greater than 1 year of experience working in the area of stroke care. The focus group data were analysed using qualitative data analysis. The themes extracted from the data on physiotherapists' self-reported knowledge of ED post-stroke were: physiotherapists' lack of knowledge of ED post-stroke; current physiotherapy practice regarding ED post-stroke; the negative impact of ED on physiotherapy rehabilitation post-stroke and the future learning needs of physiotherapists regarding ED post-stroke. Current results demonstrate that ED has negative implications for physiotherapy rehabilitation post-stroke. Although further interdisciplinary research is warranted, the present results suggest that physiotherapists should be aware of the presence of ED in people post-stroke and develop strategies to minimise the impact of ED on physiotherapy rehabilitation. Implications for Rehabilitation Physiotherapists report a lack of knowledge of ED post-stroke and a requirement for future learning and training regarding the optimal management of people with ED undergoing physiotherapy rehabilitation post-stroke. ED has negative implications for physiotherapy rehabilitation post-stroke and physiotherapists should be aware of the presence of ED in people post-stroke and develop strategies to minimise the impact of ED on physiotherapy rehabilitation.

A sociocultural historical examination of youth argumentation across the settings of their lives: Implications for science education

NASA Astrophysics Data System (ADS)

Bricker, Leah A.

In this dissertation, I examine youth argumentative practices as employed over time and across settings. Specifically, I examine youth perspective on argumentation and their own argumentative practices, the relationship between argumentation and learning, and the relationship between argumentation and youth, family, and community cultures. The theoretical framework I employ enables me to analyze argumentation as a set of practices employed in situated activity systems and framed by culturally-influenced ways of understanding activity associated with argumentative practice. I utilize data from a long-term team ethnography of youth science and technology learning across settings and time. Research fieldwork was conducted across dozens of social settings over the course of three years. Data includes approximately 700 hours of participant observations and interviews with thirteen upper elementary and middle school young people, as well as 128 of their parents, extended family members, peers, and teachers. Findings highlight the multitude of meanings youth associate with argumentation as it occurs in their lives (e.g., at home, in classrooms, in neighborhoods), as well as the detailed accounts of their argumentative practices and how these practices are differentially used across the social settings youth frequent. Additionally, findings highlight how historically rooted cultural practices help to frame youth perspectives on argumentation and their argumentative practices. Findings also include details about the specific communicative features of youth argumentation (e.g., linguistic elements such as discourse markers, evidentials, and indexicals, as well as non-verbal gestures) and how communicative features relate to youth learning across settings and over time. I use this dissertation in part to dialogue with the science education community, which currently argues that youth in science classrooms should learn how to argue scientifically. Designs of learning environments meant to accomplish that goal have to date not attended to the argumentation practices of youth. I argue that significant progress with respect to this goal is unlikely unless the field deeply attends to the specific details of existing argumentative practices youth employ across the settings of their lives. I use this dissertation to detail their argumentative practices in order to add to the literature in this area.

Tangled paths: Three experienced teachers' growth in understanding during an extended science community of practice professional development effort

NASA Astrophysics Data System (ADS)

Brown, Nancy Melamed

This qualitative investigation extends the study of teacher learning within a reform-based community of practice model of professional development. This long-term, multiple case study examined three experienced teachers' transformations in thinking about science instruction. Data were collected during the three years of the Guided Inquiry supporting Multiple Literacies research project, designed to develop instructional practices informed by a socio-cultural, inquiry-based orientation. Data sources included: transcripts of semi-structured interviews collected at strategic points, the teacher's journals, initial application information, and teachers' written case studies. Using an interpretive case study approach, tenets of the teachers' orientations were identified through a recursive process. Results are organized to reflect two principles that were integral to the design of the professional development community. The first principle describes changes in teachers' orientations about the goals and characteristics of science instruction in the elementary grades. The second describes changes about teachers' knowledge about themselves as learners and the influence of this knowledge on their thinking about science instruction and student learning. Illustrative findings indicate that: (a) it is possible for teachers' language regarding conceptions of their practice to change with only superficial change in their orientations, (b) teachers can hold dualistic ways of thinking about their practice, (c) in some cases, teachers use a significant amount of autobiography about their own learning to explain their practice; over time, this was replaced with warrants using the language that developed within the professional development community, and (d) long-term case studies revealed differences in orientations that emerged and were refined over time. These findings provide strong support for communities of practice as a model of professional development and hold implications for advancing teacher learning.

The management of advanced practitioner preparation: a work-based challenge.

PubMed

Livesley, Joan; Waters, Karen; Tarbuck, Paul

2009-07-01

This paper explores the collaborative development of a Master's level advanced practice programme in the context of the radical reform and remodelling of the UK's National Health Service. Some of the educational, managerial and practice challenges are discussed. Changes to education and training in response to key strategic reviews undertaken by the Greater Manchester Strategic Health Authority (North West of England) established a need to develop nurses and allied health care practitioners to advanced practitioner level. This paper considers how employers, commissioners and educationalists worked together to produce a Master's level programme to prepare nurses and other health care practitioners for sustainable advanced practice roles. Developing innovative and effective curricula to meet the needs of post graduate students from varied backgrounds preparing to practice in different contexts with different client groups is challenging. However, the development of individual learning pathways and work-based learning ensures that the student's work and intended advanced practice role remains at the centre of their learning. Analysis of each student's knowledge and skill deficits alongside an analysis of the organization's readiness to support them as qualified advanced practitioners (APs) is instrumental in ensuring that organizations are ready to support practitioners in new roles. Work-based learning and collaboration between students, employers and higher education institutions can be used to enable managers and students to unravel the network of factors which affect advanced practice in health and social care. Additionally, collaborative working can help to create opportunities to develop strategies that will facilitate change. Implications for nursing management Sustainable change concerned with the introduction of advanced practitioner roles present a real challenge for managers at a strategic and operational level. Commissioning flexible, collaborative and service-led educational programmes can assist in ensuring that change is sustainable and produce practitioners who are fit for practice, purpose and award.

Frontline learning of medical teaching: "you pick up as you go through work and practice".

PubMed

Hartford, W; Nimmon, L; Stenfors, T

2017-09-19

Few medical teachers have received formal teaching education. Along with individual and organizational barriers to participation in teacher training programs, increasing numbers and altered distribution of physicians away from major teaching centers have increased the difficulty of attendance. Furthermore, it is not known if traditional faculty development formats are the optimal learning options given findings from existing studies document both positive and negative outcomes. There is a gap in research that explores how medical teachers learn to teach and also limited research regarding how medical teachers actually teach. The purpose of this study was to provide insight into how physicians describe their teaching of trainees, and the nature of their teaching development and improvement to inform faculty development programs. Semi-structured interviews were conducted with 36 physicians, with a broad range of teaching experience, purposefully selected from five disciplines: Internal Medicine, Pediatrics, Psychiatry, Surgery, and Family Medicine. A qualitative, inductive approach was used to analyse the data. Teaching was described as being centered on the needs of individual trainees, but was dependent on patient presentation and environmental context. For this group of physicians learning to teach was perceived as a dynamic and evolving process influenced by multiple life experiences. The physicians had not learnt to teach through formal education and then put that learning into practice, but had learnt to teach and improve their teaching through their trial and errors teaching. Life experiences unconnected with the medical environment contributed to their knowledge of teaching along with limited formal learning to teach experiences. Teaching practice was influenced by peers and trainees, feedback, and observation. The findings suggest these medical teachers learn to teach along a continuum largely through their teaching practice. The findings suggested that the participants' major resource for learning how to teach was informal experiential learning, both in and out of the workplace. This may have implications for faculty development strategies for medical teaching education.

What does playing cards have to do with science? A resource-rich view of African American young men

NASA Astrophysics Data System (ADS)

Schademan, Alfred R.

2011-06-01

The study examines the resources related to science that African American young men learn and develop by playing a card game called Spades, a common cultural practice in African American communities that dates back to the Civil War Era. The qualitative study examines what the Spades players at a local high school consider when making decisions about what cards to play. A significant finding is that the players use, learn and develop resources such as the ability to make observations, draw inferences, and use empirical data to inform future actions and decisions. Such reasoning bears a resemblance to central practices of science and challenges long held deficit views of African American young men. Implications of the research findings are discussed.

Teacher change in beliefs and practices in science and literacy instruction with English language learners

NASA Astrophysics Data System (ADS)

Lee, Okhee

2004-01-01

This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed.

Stemming the Tide of Antibiotic Resistance (STAR): A protocol for a trial of a complex intervention addressing the 'why' and 'how' of appropriate antibiotic prescribing in general practice

PubMed Central

Simpson, Sharon A; Butler, Christopher C; Hood, Kerry; Cohen, David; Dunstan, Frank; Evans, Meirion R; Rollnick, Stephen; Moore, Laurence; Hare, Monika; Bekkers, Marie-Jet; Evans, John

2009-01-01

Background After some years of a downward trend, antibiotic prescribing rates in the community have tended to level out in many countries. There is also wide variation in antibiotic prescribing between general practices, and between countries. There are still considerable further gains that could be made in reducing inappropriate antibiotic prescribing, but complex interventions are required. Studies to date have generally evaluated the effect of interventions on antibiotic prescribing in a single consultation and pragmatic evaluations that assess maintenance of new skills are rare. This paper describes the protocol for a pragmatic, randomized evaluation of a complex intervention aimed at reducing antibiotic prescribing by primary care clinicians. Methods and design We developed a Social Learning Theory based, blended learning program (on-line learning, a practice based seminar, and context bound learning) called the STAR Educational Program. The 'why of change' is addressed by providing clinicians in general practice with information on antibiotic resistance in urine samples submitted by their practice and their antibiotic prescribing data, and facilitating a practice-based seminar on the implications of this data. The 'how of change' is addressed through context-bound communication skills training and information on antibiotic indication and choice. This intervention will be evaluated in a trial involving 60 general practices, with general practice as the unit of randomization (clinicians from each practice to either receive the STAR Educational Program or not) and analysis. The primary outcome will be the number of antibiotic items dispensed over one year. An economic and process evaluation will also be conducted. Discussion This trial will be the first to evaluate the effectiveness of this type of theory-based, blended learning intervention aimed at reducing antibiotic prescribing by primary care clinicians. Novel aspects include feedback of practice level data on antimicrobial resistance and prescribing, use of principles from motivational interviewing, training in enhanced communication skills that incorporates context-bound experience and reflection, and using antibiotic dispensing over one year (as opposed to antibiotic prescribing in a single consultation) as the main outcome. Trial registration Current Controlled Trials ISRCTN63355948. PMID:19309493

Stemming the Tide of Antibiotic Resistance (STAR): a protocol for a trial of a complex intervention addressing the 'why' and 'how' of appropriate antibiotic prescribing in general practice.

PubMed

Simpson, Sharon A; Butler, Christopher C; Hood, Kerry; Cohen, David; Dunstan, Frank; Evans, Meirion R; Rollnick, Stephen; Moore, Laurence; Hare, Monika; Bekkers, Marie-Jet; Evans, John

2009-03-23

After some years of a downward trend, antibiotic prescribing rates in the community have tended to level out in many countries. There is also wide variation in antibiotic prescribing between general practices, and between countries. There are still considerable further gains that could be made in reducing inappropriate antibiotic prescribing, but complex interventions are required. Studies to date have generally evaluated the effect of interventions on antibiotic prescribing in a single consultation and pragmatic evaluations that assess maintenance of new skills are rare. This paper describes the protocol for a pragmatic, randomized evaluation of a complex intervention aimed at reducing antibiotic prescribing by primary care clinicians. We developed a Social Learning Theory based, blended learning program (on-line learning, a practice based seminar, and context bound learning) called the STAR Educational Program. The 'why of change' is addressed by providing clinicians in general practice with information on antibiotic resistance in urine samples submitted by their practice and their antibiotic prescribing data, and facilitating a practice-based seminar on the implications of this data. The 'how of change' is addressed through context-bound communication skills training and information on antibiotic indication and choice. This intervention will be evaluated in a trial involving 60 general practices, with general practice as the unit of randomization (clinicians from each practice to either receive the STAR Educational Program or not) and analysis. The primary outcome will be the number of antibiotic items dispensed over one year. An economic and process evaluation will also be conducted. This trial will be the first to evaluate the effectiveness of this type of theory-based, blended learning intervention aimed at reducing antibiotic prescribing by primary care clinicians. Novel aspects include feedback of practice level data on antimicrobial resistance and prescribing, use of principles from motivational interviewing, training in enhanced communication skills that incorporates context-bound experience and reflection, and using antibiotic dispensing over one year (as opposed to antibiotic prescribing in a single consultation) as the main outcome. Current Controlled Trials ISRCTN63355948.

Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

PubMed

Hodges, Linda C

2018-06-01

As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.

From interaction to interaction: Exploring shared resources constructed through and mediating classroom science learning

NASA Astrophysics Data System (ADS)

Tang, Xiaowei

Recent reform documents and science education literature emphasize the importance of scientific argumentation as a discourse and practice of science that should be supported in school science learning. Much of this literature focuses on the structure of argument, whether for assessing the quality of argument or designing instructional scaffolds. This study challenges the narrowness of this research paradigm and argues for the necessity of examining students' argumentative practices as rooted in the complex, evolving system of the classroom. Employing a sociocultural-historical lens of activity theory (Engestrom, 1987, 1999), discourse analysis is employed to explore how a high school biology class continuously builds affordances and constraints for argumentation practices through interactions. The ways in which argumentation occurs, including the nature of teacher and student participation, are influenced by learning goals, classroom norms, teacher-student relationships and epistemological stances constructed through a class' interactive history. Based on such findings, science education should consider promoting classroom scientific argumentation as a long-term process, requiring supportive resources that develop through continuous classroom interactions. Moreover, in order to understand affordances that support disciplinary learning in classroom, we need to look beyond just disciplinary interactions. This work has implications for classroom research on argumentation and teacher education, specifically, the preparation of teachers for secondary science teaching.

EHR Learning - It's about Nursing, Leadership and Long-Term Commitments.

PubMed

Furlong, Karen E

2016-01-01

Despite a global commitment to the adoption of technologies, such as electronic health records (EHRs), to support the delivery of health services, there is little empirical guidance to support effective planning for the integration of these tools into practice settings (Suter et al. 2009). In particular, although EHR learning is known to positively influence integration (Byrne 2012), individual perspectives are often overlooked because of investigative designs that devalue such viewpoints by exploring the utility of technologies rather than the lived experiences of individual users of the technology. Therefore, this qualitative study offered nurse participants opportunities to make sense of EHR learning through talking about their experiences. This narrative inquiry was a collaborative interpretive method of discovery: stories and thematic analysis were the two separate yet complementary frames used to support data analysis. Finally, several practice implications and recommendations about EHR learning are presented with an emphasis placed upon patient safety as a way to impart accountability on behalf of learners, educators and those charged with governing responsibilities during times of EHR integration. Copyright © 2016 Longwoods Publishing.

Engaging in vocabulary learning in science: the promise of multimodal instruction

NASA Astrophysics Data System (ADS)

Townsend, Dianna; Brock, Cynthia; Morrison, Jennifer D.

2018-02-01

To a science 'outsider', science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students' (N = 59) growth in academic vocabulary as it relates to their teacher's instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57) = 2.32, p = .024 and of discipline-specific science words, t(57) = 3.01, p = .004 in science writing. Results from the qualitative strand of this inquiry contextualised the students' learning of academic vocabulary as it relates to their teacher's instructional practices and intentions as well as the students' perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher's intentional use of resources supported students' academic vocabulary growth. Implications for research and instruction with science language are shared.

Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.

PubMed

Vlach, Haley A; Sandhofer, Catherine M

2012-01-01

The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5- to 7-year-olds; N = 36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Development, direction, and damage limitation: social learning in domestic fowl.

PubMed

Nicol, Christine J

2004-02-01

This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered.

The early benefits of a problem-based approach to teaching social inclusion using an online virtual town.

PubMed

Beadle, Mary; Santy, Julie

2008-05-01

This article describes the delivery of a core pre-registration nursing and midwifery module centred on social inclusion. The module was previously delivered using a classroom-based problem-based learning approach. Difficulties with this approach led to changes to the module and its delivery. Logistic issues encouraged the module team to implement a blended learning approach using a virtual town to facilitate online learning and discussion activities. The paper describes and discusses the use of online learning technology to support student nurses and midwives. It highlights the benefits of this approach and outlines some of the experiences of the students including their evaluation of the virtual town. There is also an examination of some of the practical and theoretical issues related to both problem-based learning, online working and using a virtual town to support learning. This article outlines the approach taken and its implications.

Learning design in healthcare education.

PubMed

Ellaway, Rachel; Dalziel, James; Dalziel, Bronwen

2008-01-01

Emerging from ongoing work into educational modelling languages, learning design principles and the IMS Learning Design framework provide formal ways to annotate and record educational activities. Once educational activities have been encoded they can be played, replayed, adopted, shared, and analysed, thereby reifying much that is otherwise lost in face-to-face teaching. The use of learning design tools, including the free and open source LAMS system (www.lamsfoundation.org), allow practitioners to experiment with learning design approaches in their own teaching, both in terms of creating and encoding their own designs and playing, adapting and analysing designs from other teachers either from within or outside a particular field or subject area. This paper reviews the key issues associated with designing for learning in the context of healthcare education, some of the themes and approaches already in development or use, and the implications of this approach on the practice and theory of healthcare education.

Iranian undergraduate nursing student perceptions of informal learning: A qualitative research.

PubMed

Seylani, Khatereh; Negarandeh, Reza; Mohammadi, Easa

2012-11-01

Nursing education is both formal and informal. Formal education represents only a small part of all the learning involved; and many students learn more effectively through informal processes. There is little information about nursing student informal education and how it affects their character and practice. This qualitative study explores undergraduate nursing student perceptions of informal learning during nursing studies. Data were gathered through semi-structured interviews with a sample of undergraduate nursing students (n = 14). Strauss and Corbin's constant comparison analysis approach was used for data analysis. The categories that emerged included personal maturity and emotional development, social development, closeness to God, alterations in value systems, and ethical and professional commitment. Findings reveal that nursing education could take advantage of informal learning opportunities to develop students' nontechnical skills and produce more competent students. Implications for nursing education are discussed.

Fathers Online: Learning About Fatherhood Through the Internet

PubMed Central

StGeorge, Jennifer M.; Fletcher, Richard J.

2011-01-01

In the transition to fatherhood, men face numerous challenges. Opportunities to learn new practices and gain support are limited, although the provisions of father-specific spaces such as fathers’ antenatal classes or “responsible fathering” programs are important advances. This article explores how men use the social space of a father-specific Internet chat room to learn about fathering. Messages to an Australian-hosted, father-specific chat room (for fathers of infants or young children) were examined, and three overlapping themes illustrated men’s perceptions of their transition to fatherhood. The themes concerned recognition of and response to a lack of social space, services, and support for new fathers. The implications for fathers’ perinatal education are discussed. PMID:22654464

Conceptual Change and Science Achievement Related to a Lesson Sequence on Acids and Bases Among African American Alternative High School Students: A Teacher's Practical Arguments and the Voice of the "Other"

NASA Astrophysics Data System (ADS)

Wood, Lynda Charese

The study of teaching and learning during the period of translating ideals of reform into classroom practice enables us to understand student-teacher-researcher symbiotic learning. In line with this assumption, the purpose of this study is threefold:(1) observe effects of the Common Knowledge Construction Model (CKCM), a conceptual change inquiry model of teaching and learning, on African American students' conceptual change and achievement; (2) observe the shift in teacher's practical arguments; and (3) narrate the voice of "the Other" about teacher professional learning. This study uses retrospective data from a mixed-method approach consisting of Phenomenography, practical arguments and story-telling. Data sources include audio-recordings of a chemistry teacher's individual interviews of her students' prior- and post-intervention conceptions of acids and bases; results of Acid-Base Achievement Test (ABA-T); video-recordings of a chemistry teacher's enactment of CKCM acid-base lesson sequence; audio-recordings of teacher-researcher reflective discourse using classroom video-clips; teacher interviews; and teacher and researcher personal reflective journals. Students' conceptual changes reflect change in the number of categories of description; shift in language use from everyday talk to chemical talk; and development of a hierarchy of chemical knowledge. ABA-T results indicated 17 students in the experimental group achieved significantly higher scores than 22 students in the control group taught by traditional teaching methods. The teacher-researcher reflective discourse about enactment of the CKCM acid-base lesson sequence reveals three major shifts in teacher practical arguments: teacher inadequate preparedness to adequate preparedness; lack of confidence to gain in confidence; and surface learning to deep learning. The developing story uncovers several aspects about teaching and learning of African American students: teacher caring for the uncared; cultivating student and teacher confidence; converting dependence on teacher and self to peer interdependence. The study outlines six implications: caring conceptual change inquiry model for the often unreached mind; developing simple chemical talk into coherent chemical explanation; using CKCM for alternative high school students' conceptual change and achievement; engaging teachers in elicitation and appraisal of practical arguments for reconstruction of beliefs; overcoming challenges in teacher practical argument research; and "storytelling" as a way of unpacking teacher transformation amidst complexities of classroom teaching and learning.

Critical Thinking about Critical Periods. A Series from the National Center for Early Development and Learning.

ERIC Educational Resources Information Center

Bailey, Donald B., Jr., Ed.; Bruer, John T., Ed.; Symons, Frank J., Ed.; Lichtman, Jeff W., Ed.

The concept of critical or sensitive periods in child development provides an example around which to organize discussion of what is known and not known about brain development and the implications of brain science on early childhood policy and practice. This book reviews the early history of critical periods and evidence for their existence in…

From Policy to Practice: Supporting Students with Diverse Needs in Thailand: Critical Issues and Implications

ERIC Educational Resources Information Center

Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian

2014-01-01

A commitment to maximizing learning outcomes for all students is an axiom of most educational systems around the world. However this goal is sometimes compromised by factors that can be complex and difficult to address. Student behavior problems are one of the major issues challenging educators in many countries including Thailand. Recently, laws…

Reconsidering Meaning Making and Its Analytical Implications for Cultural Studies of Science Education

ERIC Educational Resources Information Center

Arnseth, Hans Christian; Krange, Ingeborg

2013-01-01

The discussion in this forum aims to push some of the ideas further and thus clarify some of the concepts used in the feature article. This includes a debate of the concepts of meaning making, procedural and conceptual learning experiences, the distinction between realism and constructivism in our research practice, and finally how to foster…

Teacher Perception of Play: In Leaving No Child behind Are Teachers Leaving Childhood behind?

ERIC Educational Resources Information Center

Ranz-Smith, Deborah J.

2007-01-01

The value of play seems inherent to the understandings of early childhood, but teachers of young children in the elementary grades have rarely been studied as to their attitudes toward play (Wing, 1995). The research explored teacher perceptions of the role of play in learning and the implications for practice. The study involved 4 first-grade…

Re-Imagining Affect with Study: Implications from a Daoist Wind-Story and Yin-Yang Movement

ERIC Educational Resources Information Center

Zhao, Weili; Ford, Derek R.

2018-01-01

Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First,…

Studying Disability and Disability Studies: Shifting Paradigms of LD -- A Synthesis of Responses to Reid and Valle

ERIC Educational Resources Information Center

Connor, David J.

2005-01-01

In this article, I discuss the 11 diverse responses to Reid and Valle's work on the discursive practice of learning disabilities (LD), implications for instruction, and parent-school relations. I highlight key ideas from each article and then focus on three common areas of interest shared by most respondents: the unacceptable status quo of…

The Ethical and Practical Implications of Systems Architecture on Identity in Networked Learning: A Constructionist Perspective

ERIC Educational Resources Information Center

Koole, Marguerite L.; Parchoma, Gale

2012-01-01

Through relational dialogue, learners shape their identities by sharing information about the world and how they see themselves in it. As learners interact, they receive feedback from both the environment and other learners which, in turn, helps them assess and adjust their self-presentations. Although learners retain choice and personal agency,…

Variation in Graphing Practices between Mathematics and Science: Implications for Science Teaching

ERIC Educational Resources Information Center

Wong, Vicky

2017-01-01

Although graphs are used in both mathematics and science, there are disciplinary differences in the types of tasks, the terminology and the purpose for graphing. This can make it difficult for students to transfer their learning from one subject to the other. By examining the differences in how graphs are used, and the reasons for these…

The Implications of Teachers' Implicit Theories for Moral Education: A Case Study from Finland

ERIC Educational Resources Information Center

Rissanen, Inkeri; Kuusisto, Elina; Hanhimäki, Eija; Tirri, Kirsi

2018-01-01

Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching…

Identification, Assessment and Intervention--Implications of an Audit on Dyslexia Policy and Practice in Scotland

ERIC Educational Resources Information Center

Reid, Gavin; Deponio, Pamela; Petch, Louise Davidson

2005-01-01

This article reports on research commissioned by the Scottish Executive Education Department (SEED). It aimed to establish the range and extent of policy and provision in the area of specific learning difficulties (SpLD) and dyslexia throughout Scotland. The research was conducted between January and June 2004 by a team from the University of…

Effects of Full and Quasi-Participatory Learning Strategies on Nigerian Senior Secondary Students' Environmental Knowledge: Implications for Classroom Practice

ERIC Educational Resources Information Center

Ajiboye, Josiah O.; Ajitoni, S. O.

2008-01-01

Environmental education is considered an appropriate intervention for creating awareness of, and an understanding of the challenges of environmental degradation. The introduction of EE into the Nigerian school curricular creates a challenge of how to teach it. A majority of the teachers still employ the old, traditional "chalk and talk"…

Women Faculty of Color in the White Classroom: Narratives on the Pedagogical Implications of Teacher Diversity.

ERIC Educational Resources Information Center

Vargas, Lucila, Ed.

This book compiles narratives by women professors of color who examine their classroom experiences in predominantly white U.S. campuses, focusing on the impact of their social positions upon their classroom practices and teaching-learning selves. The 19 papers are (1) "Introduction" (Lucila Vargas); (2) "Why Are We Still So Few and…

International quality improvement initiatives.

PubMed

Hickey, Patricia A; Connor, Jean A; Cherian, Kotturathu M; Jenkins, Kathy; Doherty, Kaitlin; Zhang, Haibo; Gaies, Michael; Pasquali, Sara; Tabbutt, Sarah; St Louis, James D; Sarris, George E; Kurosawa, Hiromi; Jonas, Richard A; Sandoval, Nestor; Tchervenkov, Christo I; Jacobs, Jeffery P; Stellin, Giovanni; Kirklin, James K; Garg, Rajnish; Vener, David F

2017-12-01

Across the globe, the implementation of quality improvement science and collaborative learning has positively affected the care and outcomes for children born with CHD. These efforts have advanced the collective expertise and performance of inter-professional healthcare teams. In this review, we highlight selected quality improvement initiatives and strategies impacting the field of cardiovascular care and describe implications for future practice and research. The continued leveraging of technology, commitment to data transparency, focus on team-based practice, and recognition of cultural norms and preferences ensure the success of sustainable models of global collaboration.

Broadening conceptions of learning science: A case study of Latina students in middle school

NASA Astrophysics Data System (ADS)

Czech, Maria Antonina

2001-07-01

Low representation of Latinas in science research and professions, have prompted studies that document forces that promote or deter Latinas' participation. Short-term intervention studies of minority girls in secondary school sciences corroborate these findings. However, few studies examine middle school Latinas' science learning experiences that consider their ethnicity, gender, socioeconomic status and language. This dissertation examines the social organization of learning in a gifted science teacher's eighth grade classroom, and the experiences of four eighth grade Latinas, as they develop their identity as science learners. Multiple ethnographic tools were utilized to collect data. The analysis of the organization of learning in the classroom, through the lenses of sociocultural and feminist theories, reflects a cohesive use of multiple social practices to promote scientific literacy. High interaction characterizes this classroom, providing positive results for the participants as science learners. The exceptionally talented science teacher scripted students' ideas on chart paper, used realia and experimentation, utilized the Spanish language as resource, maximized physical space for access to learning, and built caring relationships. The four case studies portray the diversity in the social organization of learning through the experiences of four Latinas. Individually, they developed their identity as science learners in unique ways---e.g., they utilized discourse, sought out mentoring, confronted their ethnic identity, expanded the notion of learning beyond traditional norms, became language brokers, all to achieve a level of scientific literacy. The implications of this study on research of Latinas in science education are (1) increase the use of social practice and identity in analysis, (2) include diverse groups, especially Latina scholars in research, (3) examine the benefits of primary language and translation in classrooms, (4) research mixed gender classes where discourse is encouraged, and (5) incorporate students' voice. The implications of this study on teaching are (1) develop a community of discourse and inquiry, (2) define "normal" learning in a classroom more broadly to include those labeled with learning disabilities, (3) foster caring relationships between teachers, students, and among students, (4) provide mentorship of girls and minorities within classrooms, and (5) produce assessments that align with classroom culture.

New perspectives on the pedagogy of programming in a developing country context

NASA Astrophysics Data System (ADS)

Apiola, Mikko; Tedre, Matti

2012-09-01

Programming education is a widely researched and intensely discussed topic. The literature proposes a broad variety of pedagogical viewpoints, practical approaches, learning theories, motivational vehicles, and other elements of the learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Pedagogical literature shows that educational design should account for differences in the ways of learning and teaching between industrialized and developing countries. However, the nature and implications of those differences are hitherto unclear. Using group interviews and quantitative surveys, we identified several crucial elements for contextualizing programming education. Our results reveal that students are facing many similar challenges to students in the west: they often lack deep level learning skills and problem-solving skills, which are required for learning computer programming, and, secondly, that from the students' viewpoint the standard learning environment does not offer enough support for gaining the requisite development. With inadequate support students may resort to surface learning and may adopt extrinsic sources of motivation. Learning is also hindered by many contextually unique factors, such as unfamiliar pedagogical approaches, language problems, and cultural differences. Our analysis suggests that challenges can be minimized by increasing the number of practical exercises, by carefully selecting between guided and minimally guided environments, by rigorously monitoring student progress, and by providing students timely help, repetitive exercises, clear guidelines, and emotional support.

Threshold concepts in prosthetics.

PubMed

Hill, Sophie

2017-12-01

Curriculum documents identify key concepts within learning prosthetics. Threshold concepts provide an alternative way of viewing the curriculum, focussing on the ways of thinking and practicing within prosthetics. Threshold concepts can be described as an opening to a different way of viewing a concept. This article forms part of a larger study exploring what students and staff experience as difficult in learning about prosthetics. To explore possible threshold concepts within prosthetics. Qualitative, interpretative phenomenological analysis. Data from 18 students and 8 staff at two universities with undergraduate prosthetics and orthotics programmes were generated through interviews and questionnaires. The data were analysed using an interpretative phenomenological analysis approach. Three possible threshold concepts arose from the data: 'how we walk', 'learning to talk' and 'considering the person'. Three potential threshold concepts in prosthetics are suggested with possible implications for prosthetics education. These possible threshold concepts involve changes in both conceptual and ontological knowledge, integrating into the persona of the individual. This integration occurs through the development of memories associated with procedural concepts that combine with disciplinary concepts. Considering the prosthetics curriculum through the lens of threshold concepts enables a focus on how students learn to become prosthetists. Clinical relevance This study provides new insights into how prosthetists learn. This has implications for curriculum design in prosthetics education.

Environmental influences on alcohol consumption practices of alcoholic beverage servers.

PubMed

Nusbaumer, Michael R; Reiling, Denise M

2002-11-01

Public drinking establishments have long been associated with heavy drinking among both their patrons and servers. Whether these environments represent locations where heavy drinking is learned (learning hypothesis) or simply places where already-heavy drinkers gather in a supportive environment (selection hypothesis) remains an important question. A sample of licensed alcoholic beverage servers in the state of Indiana, USA, was surveyed to better understand the drinking behaviors of servers within the alcohol service industry. Responses (N = 938) to a mailed questionnaire were analyzed to assess the relative influence of environmental and demographic factors on the drinking behavior of servers. Stepwise regression revealed "drinking on the job" as the most influential environmental factor on heavy drinking behaviors, followed by age and gender as influential demographic factors. Support was found for the selection hypothesis, but not for the learning hypothesis. Policy implications are discussed. factors on the drinking behavior of servers. Stepwise regression revealed "drinking on the job" as the most influential environmental factor on heavy drinking behaviors, followed by age and gender as influential demographic factors. Support was found for the selection hypothesis, but not for the learning hypothesis. Policy implications are discussed.

Exploring science teachers' perceptions of experimentation: implications for restructuring school practical work

NASA Astrophysics Data System (ADS)

Wei, Bing; Li, Xiaoxiao

2017-09-01

It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school practical work in view of science practice. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of practical work was suggested for restructuring practical work at the secondary school level, and some issues related to the effective enactment of practical work were discussed.

Can One Learn to Think Critically? – A Philosophical Exploration

PubMed Central

Raymond-Seniuk, Christy; Profetto-McGrath, Joanne

2011-01-01

Within nursing, critical thinking is a required skill that educators strive to foster in their students’ development for use in complex healthcare settings. Hence the numerous studies published measuring critical thinking as a terminal outcome of education. However, an important comparison between different philosophical underpinnings such as person, truth and the nature of nursing, and how one defines and utilizes critical thinking in practice, has been absent from discussions about critical thinking and learning. When one views critical thinking with varying philosophical lenses, important questions are raised and discussion is expanded. These questions illuminate different perspectives of critical thinking and attempt to explore whether critical thinking can be learned in nursing. The implications of taking a single philosophical viewpoint and a pluralistic approach to understanding critical thinking and learning are explored. PMID:21760871

From learning science to teaching science: What transfers?

NASA Astrophysics Data System (ADS)

Harlow, Danielle Boyd

As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways that help teachers consider how the content is useful in their classroom may facilitate transfer.

Bridge to the future: nontraditional clinical settings, concepts and issues.

PubMed

Faller, H S; Dowell, M A; Jackson, M A

1995-11-01

Healthcare restructuring in the wake of healthcare reform places greater emphasis on primary healthcare. Clinical education in acute care settings and existing community health agencies are not compatible with teaching basic concepts, principles and skills fundamental to nursing. Problems of clients in acute care settings are too complex and clients in the community are often too dispersed for necessary faculty support and supervision of beginning nursing students. Nontraditional learning settings offer the baccalaureate student the opportunity to practice fundamental skills of care and address professional skills of negotiation, assertiveness, organization, collaboration and leadership. An overview of faculty designed clinical learning experiences in nontraditional sites such as McDonald's restaurants, inner city churches, YWCA's, the campus community and homes are presented. The legal, ethical and academic issues associated with nontraditional learning settings are discussed in relation to individual empowerment, decision making and evaluation. Implications for the future address the role of the students and faculty as they interact with the community in which they live and practice.

Evaluation of an interprofessional educational curriculum pilot course for practitioners working with post-stroke patients.

PubMed

Olaisen, Rho Henry; Mariscal-Hergert, Cheryl; Shaw, Alissa; Macchiavelli, Cecilia; Marsheck, Joanna

2014-03-01

This report describes the design and evaluation of an interprofessional pilot training course aimed at pre-licensure practitioners working with post-stroke patients in community-based settings. The course was developed by community-based practitioners from nine health professions. Course learning activities included traditional methods (lectures) and interactive modules (problem-based learning and exchange-based learning). The study's aim was to assess the program's effectiveness in adapting and incorporating knowledge, skills and self-confidence when delivering tertiary care in therapeutic pool environments; gauge adoption of course principles into practice, and assess overall course satisfaction. Methods of evaluation included conceptual mapping of course format, pre- and post-questionnaires, daily reflection questionnaires, course satisfaction survey and adoption survey, 10 weeks follow-up. Overall, the findings indicate students' knowledge, skills and self-confidence in delivering effective post-stroke care increased following the training. Students reported adopting clinical practices in 10 weeks follow-up. Implications for designing interprofessional curricula are discussed.

Safety in the c-suite: How chief executive officers influence organizational safety climate and employee injuries.

PubMed

Tucker, Sean; Ogunfowora, Babatunde; Ehr, Dayle

2016-09-01

According to social learning theory, powerful and high status individuals can significantly influence the behaviors of others. In this paper, we propose that chief executive officers (CEOs) indirectly impact frontline injuries through the collective social learning experiences and effort of different groups of organizational actors-including members of the top management team (TMT), organizational supervisors, and frontline employees. We found support for our collective social learning model using data from 2,714 frontline employees, 1,398 supervisors, and 229 members of TMTs in 54 organizations. TMT members' experiences within a CEO-driven TMT safety climate was positively related to organizational supervisors' reports of the broader organizational safety climate and their subsequent collective support for safety (reported by frontline employees). In turn, supervisory support for safety was associated with fewer employee injuries at the individual level. We discuss the theoretical and practical implications of these findings for workplace safety research and practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Brain plasticity and motor practice in cognitive aging.

PubMed

Cai, Liuyang; Chan, John S Y; Yan, Jin H; Peng, Kaiping

2014-01-01

For more than two decades, there have been extensive studies of experience-based neural plasticity exploring effective applications of brain plasticity for cognitive and motor development. Research suggests that human brains continuously undergo structural reorganization and functional changes in response to stimulations or training. From a developmental point of view, the assumption of lifespan brain plasticity has been extended to older adults in terms of the benefits of cognitive training and physical therapy. To summarize recent developments, first, we introduce the concept of neural plasticity from a developmental perspective. Secondly, we note that motor learning often refers to deliberate practice and the resulting performance enhancement and adaptability. We discuss the close interplay between neural plasticity, motor learning and cognitive aging. Thirdly, we review research on motor skill acquisition in older adults with, and without, impairments relative to aging-related cognitive decline. Finally, to enhance future research and application, we highlight the implications of neural plasticity in skills learning and cognitive rehabilitation for the aging population.

Qualitative analysis of student beliefs and attitudes after an objective structured clinical evaluation: implications for affective domain learning in undergraduate nursing education.

PubMed

Cazzell, Mary; Rodriguez, Amber

2011-12-01

This qualitative study explored the feelings, beliefs, and attitudes of senior-level undergraduate pediatric nursing students upon completion of a medication administration Objective Structured Clinical Evaluation (OSCE). The affective domain is the most neglected domain in higher education, although it is deemed the "gateway to learning." Quantitative assessments of clinical skills performed during OSCEs usually address two of the three domains of learning: cognitive (knowledge) and psychomotor skills. Twenty students volunteered to participate in focus groups (10 per group) and were asked three questions relevant to their feelings, beliefs, and attitudes about their OSCE experiences. Students integrated the attitude of safety first into future practice but felt that anxiety, loss of control, reaction under pressure, and no feedback affected their ability to connect the OSCE performance with future clinical practice. The findings affect future affective domain considerations in the development, modification, and assessment of OSCEs across the undergraduate nursing curriculum.

Statistical Learning is Related to Early Literacy-Related Skills

PubMed Central

Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

2015-01-01

It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one’s environment, plays a role in young children’s acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy—oral language, vocabulary knowledge, and phonological processing—within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed. PMID:26478658

Countering Brutality to Wildlife, Relationism and Ethics: Conservation, Welfare and the ‘Ecoversity’

PubMed Central

Garlick, Steve; Matthews, Julie; Carter, Jennifer

2011-01-01

Simple Summary Wildlife cruelty is commonplace in society. We argue for a new engagement with wildlife through three elements: a relational ethic based on intrinsic understanding of the way wildlife and humans might view each other; a geography of place and space, where there are implications for how we ascribe contextual meaning and practice in human-animal relations; and, engaged learning designed around our ethical relations with others, beyond the biophysical and novel, and towards the reflective metaphysical. We propose the ‘ecoversity’, as a scholarly and practical tool for focusing on the intersection of these three elements as an ethical place-based learning approach. Abstract Wildlife objectification and cruelty are everyday aspects of Australian society that eschew values of human kindness, empathy, and an understanding of the uniqueness and importance of non-human life in the natural world. Fostered by institutional failure, greed and selfishness, and the worst aspects of human disregard, the objectification of animals has its roots in longstanding Western anthropocentric philosophical perspectives, post colonialism, and a global uptake of neoliberal capitalism. Conservation, animal rights and welfare movements have been unable to stem the ever-growing abuse of wildlife, while ‘greenwash’ language such as ‘resource use’, ‘management’, ‘pests’, ‘over-abundance’, ‘conservation hunting’ and ‘ecology’ coat this violence with a respectable public veneer. We propose an engaged learning approach to address the burgeoning culture of wildlife cruelty and objectification that comprises three elements: a relational ethic based on intrinsic understanding of the way wildlife and humans might view each other [1,2,3]; geography of place and space [4], where there are implications for how we ascribe contextual meaning and practice in human-animal relations; and, following [5], engaged learning designed around our ethical relations with others, beyond the biophysical and novel and towards the reflective metaphysical. We propose the ‘ecoversity’ [6], as a scholarly and practical tool for focusing on the intersection of these three elements as an ethical place-based learning approach to wildlife relationism. We believe it provides a mechanism to help bridge the gap between human and non-human animals, conservation and welfare, science and understanding, and between objectification and relationism as a means of addressing entrenched cruelty to wildlife. PMID:26486221

Achieving effective learning effects in the blended course: a combined approach of online self-regulated learning and collaborative learning with initiation.

PubMed

Tsai, Chia-Wen

2011-09-01

In many countries, undergraduates are required to take at least one introductory computer course to enhance their computer literacy and computing skills. However, the application software education in Taiwan can hardly be deemed as effective in developing students' practical computing skills. The author applied online self-regulated learning (SRL) and collaborative learning (CL) with initiation in a blended computing course and examined the effects of different combinations on enhancing students' computing skills. Four classes, comprising 221 students, participated in this study. The online SRL and CL with initiation (G1, n = 53), online CL with initiation (G2, n = 68), and online CL without initiation (G3, n = 68) were experimental groups, and the last class, receiving traditional lecture (G4, n = 32), was the control group. The results of this study show that students who received the intervention of online SRL and CL with initiation attained significantly best grades for practical computing skills, whereas those that received the traditional lectures had statistically poorest grades among the four classes. The implications for schools and educators who plan to provide online or blended learning for their students, particularly in computing courses, are also provided in this study.

Developing Mentors: Adult participation, practices, and learning in an out-of-school time STEM program

NASA Astrophysics Data System (ADS)

Scipio, Deana Aeolani

This dissertation examines learning within an out-of-school time (OST) Science, Technology, Engineering, and Mathematics (STEM) broadening participation program. The dissertation includes an introduction, three empirical chapters (written as individual articles), and a conclusion. The dissertation context is a chemical oceanography OST program for middle school students called Project COOL---Chemical Oceanography Outside the Lab. The program was a collaboration between middle school OST programming, a learning sciences research laboratory, and a chemical oceanography laboratory. Both labs were located at a research-based university in the Pacific Northwest of the United States. Participants include 34 youth, 12 undergraduates, and five professional scientists. The dissertation data corpus includes six years of ethnographic field notes across three field sites, 400 hours of video and audio recordings, 40 hours of semi-structured interviews, and more than 100 participant generated artifacts. Analysis methods include comparative case analysis, cognitive mapping, semiotic cluster analysis, video interaction analysis, and discourse analysis. The first empirical article focuses on synthesizing productive programmatic features from four years of design-based research.. The second article is a comparative case study of three STEM mentors from non-dominant communities in the 2011 COOL OST Program. The third article is a comparative case study of undergraduates learning to be mentors in the 2014 COOL OST Program. Findings introduce Deep Hanging as a theory of learning in practice. Deep Hanging entails authentic tasks in rich contexts, providing access, capitalizing on opportunity, and building interpersonal relationships. Taken together, these three chapters illuminate the process of designing a rich OST learning environment and the kinds of learning in practice that occurred for adult learners learning to be mentors through their participation in the COOL OST program. In the conclusion, I offer a set of design principles for mentor learning gleaned from empirical findings from the last two empirical chapters on how mentors can productively support the science learning of youth. The findings from this dissertation offer implications for designers of learning environments seeking to leverage experts for mentoring while engaging youth in contemporary science practices in order to broaden participation for youth and adult participants from non-dominant communities in STEM disciplines.

The cost of concreteness: the effect of nonessential information on analogical transfer.

PubMed

Kaminski, Jennifer A; Sloutsky, Vladimir M; Heckler, Andrew F

2013-03-01

Most theories of analogical transfer focus on similarities between the learning and transfer domains, where transfer is more likely between domains that share common surface features, similar elements, or common interpretations of structure. We suggest that characteristics of the learning instantiation alone can give rise to different levels of transfer. We propose that concreteness of the learning instantiation can hinder analogical transfer of well-defined structured concepts, such as mathematical concepts. We operationalize the term concreteness as the amount of information communicated through a specific instantiation of a concept. The 5 reported experiments with undergraduate students tested the hypothesis by presenting participants with the concept of a commutative mathematical group of order 3. The experiments varied the level of concreteness of the training instantiation and measured transfer of learning to a new instantiation. The results support the hypothesis, demonstrating better transfer from more generic instantiations (i.e., ones that communicate minimal extraneous information) than from more concrete instantiations. Specifically, concreteness was found to create an obstacle to successful structural alignment across domains, whereas generic instantiations led to spontaneous structural alignment. These findings have important implications for the theory of learning and transfer and practical implications for the design of educational material. Although some concreteness may activate prior knowledge and perhaps offer a leg up in the learning process, this benefit may come at the cost of transfer.

The Opposite of Denial: Social Learning at the Onset of the Ebola Emergency in Liberia.

PubMed

Abramowitz, Sharon; McKune, Sarah Lindley; Fallah, Mosoka; Monger, Josephine; Tehoungue, Kodjo; Omidian, Patricia A

2017-01-01

This study analyzes findings from a rapid-response community-based qualitative research initiative to study the content of Ebola-related communications and the transmission of Ebola-related behaviors and practices through mass media communications and social learning in Monrovia, Liberia during August-September 2014. Thirteen neighborhoods in the common Monrovia media market were studied to appraise the reach of health communications and outreach regarding Ebola prevention and response measures. A World Health Organization (WHO) research team collected data on social learning and Ebola knowledge, attitudes, and practices through focus group-based discussions and key informant interviews over a 14-day period to assess the spread of information during a period of rapidly escalating crisis. Findings show that during a 2-week period, Monrovia neighborhood residents demonstrated rapid changes in beliefs about the source of Ebola, modes of contagion, and infection prevention and control (IPC) practices, discarding incorrect information. Changes in practices tended to lag behind the acquisition of learning. Findings also show that many continued to support conspiracy theories even as correct information was acquired. The implications for community engagement are substantial: (1) Under conditions of accelerating mortality, communities rapidly assimilate health information and abandon incorrect information; (2) Behavior change is likely to lag behind changes in beliefs due to local physical, structural, sociocultural, and institutional constraints; (3) Reports of "resistance" in Monrovia during the Ebola response were overstated and based on a limited number of incidents, and failed to account for specific local conditions and constraints.

A qualitative study of science education in nursing school: Narratives of Hispanic female nurses' sense of identity and participation in science learning

NASA Astrophysics Data System (ADS)

Gensemer, Patricia S.

The purpose of this qualitative study was to learn from Hispanic nursing students regarding their experiences as participants in science learning. The participants were four female nursing students of Hispanic origin attending a small, rural community college in a southeastern state. The overarching question of this study was "In what ways does being Hispanic mediate the science-related learning and practices of nursing students?" The following questions more specifically provided focal points for the research: (1) In what ways do students perceive being Hispanic as relevant to their science education experiences? (a) What does it mean to be Hispanic in the participants' home community? (b) What has it meant to be Hispanic in the science classroom? (2) In what ways might students' everyday knowledge (at home) relate to the knowledge or ways of knowing they practice in the nursing school community? The study took place in Alabama, which offered a rural context where Hispanic populations are rapidly increasing. A series of four interviews was conducted with each participant, followed by one focus group interview session. Results of the study were re presented in terms of portrayals of participant's narratives of identity and science learning, and then as a thematic interpretation collectively woven across the individuals' narratives. Portraitures of each participant draw upon the individual experiences of the four nursing students involved in this study in order to provide a beginning point towards exploring "community" as both personal and social aspects of science practices. Themes explored broader interpretations of communities of practice in relation to guiding questions of the study. Three themes emerged through the study, which included the following: Importance of Science to Nurses, Crossing with a Nurturing and Caring Identity, and Different Modes of Participation. Implications were discussed with regard to participation in a community of practice and rethinking scientific literacy in terms of different modes of participation that are brought to the community of science learning.

Scaling up Evidence-based Practices for Children and Families in New York State: Towards Evidence-based Policies on Implementation for State Mental Health Systems

PubMed Central

Hoagwood, Kimberly Eaton; Olin, S. Serene; Horwitz, Sarah; McKay, Mary; Cleek, Andrew; Gleacher, Alissa; Lewandowski, Eric; Nadeem, Erum; Acri, Mary; Chor, Ka Ho Brian; Kuppinger, Anne; Burton, Geraldine; Weiss, Dara; Frank, Samantha; Finnerty, Molly; Bradbury, Donna M.; Woodlock, Kristin M.; Hogan, Michael

2014-01-01

Dissemination of innovations is widely considered the sine qua non for system improvement. At least two dozen states are rolling-out evidence-based mental health practices targeted at children and families using trainings, consultations, webinars, and learning collaboratives to improve quality and outcomes. In New York State (NYS) a group of researchers, policy-makers, providers and family support specialists have worked in partnership since 2002 to redesign and evaluate the children’s mental health system. Five system strategies driven by empirically-based practices and organized within a state-supported infrastructure have been used in the child and family service system with over 2,000 providers: (a) business practices; (b) use of health information technologies in quality improvement; (c) specific clinical interventions targeted at common childhood disorders; (d) parent activation; and (e) quality indicator development. The NYS system has provided a laboratory for naturalistic experiments. We describe these initiatives, key findings and challenges, lessons learned for scaling, and implications for creating evidence-based implementation policies in state systems. PMID:24460518

Critical thinking: Reported enhancers and barriers by nurses in long-term care: implications for staff development.

PubMed

Raterink, Ginger

2011-01-01

Nursing acknowledges critical thinking as an important guide to clinical decision making. Agreement on how to define, teach, and evaluate this skill is lacking. The purpose of this study was to evaluate critical thinking in practice using a survey that asked nurses to evaluate work-related factors that enhance or pose barriers to the use of critical thinking in practice. Results indicated that enhancers and barriers to practice included teamwork, staffing patterns, and staff and administrator support. A relationship with patients was the most satisfying factor, whereas paperwork was the least. Staff development educators must consider the work environment aspects that affect performance and create the life long learning needed for increased competency in practice.

Coach behaviours and practice structures in youth soccer: implications for talent development.

PubMed

Cushion, Chris; Ford, Paul R; Williams, A Mark

2012-01-01

Coaches are central to talent development in youth soccer and what they say and do impacts on players' achievements and well-being. Researchers have systematically observed coach behaviour and practice activities within this setting (i.e. 'what coaches do'). We review this research in light of contemporary discussion that highlights a potential 'theory-practice' divide. Our main example focuses on the discrepancy between coaching behaviour and research from the sports science sub-discipline areas of motor learning and skill acquisition that relate to how best to design practice sessions and provide instruction (i.e., 'what coaches should probably do'). The underlying reasons for this discrepancy are discussed and recommendations made to address this disparity in research, education and coach behaviours.

Reproducible research: a minority opinion

NASA Astrophysics Data System (ADS)

Drummond, Chris

2018-01-01

Reproducible research, a growing movement within many scientific fields, including machine learning, would require the code, used to generate the experimental results, be published along with any paper. Probably the most compelling argument for this is that it is simply following good scientific practice, established over the years by the greats of science. The implication is that failure to follow such a practice is unscientific, not a label any machine learning researchers would like to carry. It is further claimed that misconduct is causing a growing crisis of confidence in science. That, without this practice being enforced, science would inevitably fall into disrepute. This viewpoint is becoming ubiquitous but here I offer a differing opinion. I argue that far from being central to science, what is being promulgated is a narrow interpretation of how science works. I contend that the consequences are somewhat overstated. I would also contend that the effort necessary to meet the movement's aims, and the general attitude it engenders would not serve well any of the research disciplines, including our own.

Facilitating adaptive management in a government program: A household energy efficiency case study.

PubMed

Curtis, Jim; Graham, Alex; Ghafoori, Eraj; Pyke, Susan; Kaufman, Stefan; Boulet, Mark

2017-02-01

Interim evaluations of government programs can sometimes reveal lower than expected outcomes, leading to the question of how adjustments can be made while the program is still underway. Although adaptive management frameworks can provide a practical roadmap to address this question, a lack of successful learnings and poor implementation have hampered the progress and wider application of adaptive management. Using a case study involving an energy efficiency government program targeting low-income households, this article provides supporting evidence on how adaptive management can be facilitated and applied. Factors such as proactive and responsive leadership, establishing a research-practice interface, and recognizing the skills, expertise, and contributions of multiple stakeholders guided adjustments to the program, and later paved the way for longer-term organizational learning that impacted how other programs are delivered. Implications for knowledge and practice, and a discussion of the challenges faced in the program, advance current thinking in adaptive management. Copyright © 2016 Elsevier Ltd. All rights reserved.

Big Data in Public Health: Terminology, Machine Learning, and Privacy.

PubMed

Mooney, Stephen J; Pejaver, Vikas

2018-04-01

The digital world is generating data at a staggering and still increasing rate. While these "big data" have unlocked novel opportunities to understand public health, they hold still greater potential for research and practice. This review explores several key issues that have arisen around big data. First, we propose a taxonomy of sources of big data to clarify terminology and identify threads common across some subtypes of big data. Next, we consider common public health research and practice uses for big data, including surveillance, hypothesis-generating research, and causal inference, while exploring the role that machine learning may play in each use. We then consider the ethical implications of the big data revolution with particular emphasis on maintaining appropriate care for privacy in a world in which technology is rapidly changing social norms regarding the need for (and even the meaning of) privacy. Finally, we make suggestions regarding structuring teams and training to succeed in working with big data in research and practice.

Teachers' in-flight thinking in inclusive classrooms.

PubMed

Paterson, David

2007-01-01

This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of in-flight thinking, and researcher field notes. Exploration of teachers' in-flight thinking (i.e., the thinking of teachers as they engaged in classroom teaching) revealed a knowledge of individual students that was not related to categorical notions of learning difficulties. This research has implications for the practice of teaching in inclusive settings as well as for teacher preparation. Specifically, it suggests that attention to student differences should be replaced by the development of teachers' knowledge about individual students as a rich source of practical knowledge and the basis for developing effective instructional techniques.

Aviation instruction through flight simulation and related learning

NASA Astrophysics Data System (ADS)

Green, Mavis Frankel

The use of simulation in General Aviation flight training is an emergent practice and promises to increase substantially. Training through simulation is not addressed in the primary publication used to train flight instructors, however. In effect, training devices have been added into the curriculum by those using the technology as a cross between flight and ground instruction. The significance of how one learns in a training device is the potential effect on both in-flight learning and normal practices. A review of the literature, document review, interviews with flight instructors and students, and observations of instructional sessions in training devices, provided data to answer the prime research question: (a) What type(s) of learning best explain how learners are socialized to aviation through the use of simulation technology? One segment of the general aviation population, college and university flight programs, was sampled. Four types of learning provided a conceptual framework: reception; autonomous; guided inquiry; and social cognitive operationalized as cognitive apprenticeship. A central dilemma was identified from the data collected. This dilemma is the extent to which aviation and aviation instruction in training devices is perceived by instructors as being either safe or risky. Two sub-dilemmas of the central dilemma are also identified: (1) whether the perception of aviation on the part of instructors is one of control or autonomy and (2) whether aviators use and should be taught routines or innovation;. Three ways of viewing the aviation environment were identified from the combination of these sub-dilemmas by instructors: (1) aviation as safe; (2) aviation as somewhat safe; and (3) aviation as risky. Resolution of the fundamental dilemma results in an emergent view of aviation as risky and the implications of this view are discussed. Social cognitive learning operationalized as cognitive apprenticeship as an appropriate type of learning for high-risk fields is examined. A second dilemma was also identified from the data. This is a socio-technical dilemma addressing the influence of training device design on the type of learning employed by instructors. Implications of the findings are discussed in terms of task analyses, curriculum development, equipment, and instructional resources and training.

Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Current Perspectives on Cognition, Learning and Instruction

ERIC Educational Resources Information Center

Mayrath, Michael C., Ed.; Clarke-Midura, Jody, Ed.; Robinson, Daniel H., Ed.; Schraw, Gregory, Ed.

2012-01-01

Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation's workforce that strives to be competitive in the 21st Century. Teaching these types of skills is an economic imperative, and assessment is a fundamental component of any pedagogical program. Yet, measurement of these skills is complex due to…

Trainee Teachers' Experiences Using Contextual Teaching and Learning: Implications for Incorporation of Indigenous Knowledge in Instructional Design

ERIC Educational Resources Information Center

Mukwambo, Muzwangowenyu

2016-01-01

Some schools do not have local formal work environments enabling learners to interact with members in community of practice. This is noticeable in schools in developing countries, including the north eastern Zambezi Region of Namibia, where the study took place. To close the gap in which trainee science and mathematics teachers who were the…

By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Report

ERIC Educational Resources Information Center

Whitebook, Marcy; Austin, Lea J.E.; Ryan, Sharon; Kipnis, Fran; Almaraz, Mirella; Sakai, Laura

2012-01-01

Calls to reform teacher education figure prominently in the growing national conversation about teacher performance and children's learning outcomes (National Council for Accreditation of Teacher Education, 2010a, 2010b; Sparks, 2011). Thus far, however, most proposals have focused on teachers working in kindergarten through Grade 12, with scant…

The Dynamics among Non-English Speaking Online Learners' Language Proficiency, Coping Mechanisms, and Cultural Intelligence: Implications for Effective Practice for Online Cross-Cultural Collaboration

ERIC Educational Resources Information Center

Ou, Chun-Ming

2012-01-01

Cross-cultural online collaboration has evolved as an inevitable trend that people influenced by globalization cannot neglect. The primary purpose of this study was to discover major factors contributing to productive and effective online cross-cultural collaborative learning for people from diverse cultural backgrounds with varying levels of…

Discourses of Whiteness and Blackness: An Ethnographic Study of Three Young Children Learning to Be White

ERIC Educational Resources Information Center

Miller, Erin T.

2015-01-01

In blatant, but nuanced and often invisible ways, racism continues to exist globally, nationally and locally, implicating us all. The insidious nature of racism is deeply rooted in the lives of young children. In order to interrupt and reverse those practices, we must know how race is constructed during the early years. This study looked closely…

Expanding Literacies: English Teaching and the New Workplace. SUNY Series, Literacy, Culture, and Learning: Theory and Practice.

ERIC Educational Resources Information Center

Garay, Mary Sue, Ed.; Bernhardt, Stephen A., Ed.

This collection of 18 essays explores how English teaching at both secondary and postsecondary levels can be made more relevant to work. Titles and authors are as follows: "Of Work and English" (Mary Sue Garay); "Toward a Working English for Twenty-First Century Schools and Colleges" (Mary Sue Garay); "Work in Transition: Trends and Implications"…

University students' learning approaches in three cultures: an investigation of Biggs's 3P model.

PubMed

Zhang, L F

2000-01-01

The relationship of various learning approaches to students' academic achievement, abilities, and other characteristics was examined in a sample of university students in Hong Kong, mainland China, and the United States. The theoretical framework for this project was J. B. Biggs's (1987) theory of student learning approaches. The participants completed the Study Process Questionnaire (based on Biggs's theory) and provided a variety of demographic information. The participants' achievement scores and self-rated scores on analytical, creative, and practical abilities were also obtained. Results indicated that scores on certain subscales of the Study Process Questionnaire statistically predicted participants' achievement beyond their self-rated abilities. In addition, certain learning approaches were significantly related to the participants' ages, gender, parents' education levels, and their travel and work experiences. Implications of these findings are discussed as they relate to teaching and learning.

International nursing students and what impacts their clinical learning: literature review.

PubMed

Edgecombe, Kay; Jennings, Michele; Bowden, Margaret

2013-02-01

This paper reviews the sparse literature about international nursing students' clinical learning experiences, and also draws on the literature about international higher education students' learning experiences across disciplines as well as nursing students' experiences when undertaking international clinical placements. The paper aims to identify factors that may impact international nursing students' clinical learning with a view to initiating further research into these students' attributes and how to work with these to enhance the students' clinical learning. Issues commonly cited as affecting international students are socialisation, communication, culture, relationships, and unmet expectations and aspirations. International student attributes tend to be included by implication rather than as part of the literature's focus. The review concludes that recognition and valuing of international nursing students' attributes in academic and clinical contexts are needed to facilitate effective strategies to support their clinical practice in new environments. Copyright © 2012. Published by Elsevier Ltd.

The impact of group membership on collaborative learning with wikis.

PubMed

Matschke, Christina; Moskaliuk, Johannes; Kimmerle, Joachim

2013-02-01

The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed.

Inclusive science education: learning from Wizard

NASA Astrophysics Data System (ADS)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

The Impact of Group Membership on Collaborative Learning with Wikis

PubMed Central

Matschke, Christina; Moskaliuk, Johannes

2013-01-01

Abstract The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed. PMID:23113690

Social learning of diet and foraging skills by wild immature Bornean orangutans: implications for culture.

PubMed

Jaeggi, Adrian V; Dunkel, Lynda P; Van Noordwijk, Maria A; Wich, Serge A; Sura, Agnes A L; Van Schaik, Carel P

2010-01-01

Studies of social learning in the wild are important to complement findings from experiments in captivity. In this field study, immature Bornean orangutans rarely foraged independently but consistently followed their mothers' choices. Their diets were essentially identical to their mothers' even though not all mothers had the same diet. This suggests vertical transmission of diet by enhancement. Also, immatures selectively observed their mothers during extractive foraging, which increased goal-directed practice but not general manipulation of similar objects, suggesting observational forms of learning of complex skills. Teaching was not observed. These results are consistent with the reported presence of food traditions and skill cultures in wild orangutans. We suggest that food traditions can develop wherever association commonly allows for social learning. However, the capacity for observational learning, and thus more complex culture, is more likely to evolve among extractive foragers with prolonged association between adults and immatures. (c) 2009 Wiley-Liss, Inc.

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

NASA Astrophysics Data System (ADS)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-12-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

NASA Astrophysics Data System (ADS)

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-10-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

Factors affecting student achievement in science: A study of teacher beliefs

NASA Astrophysics Data System (ADS)

Hayes, Jonathan

This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.

Children benefit differently from night- and day-time sleep in motor learning.

PubMed

Yan, Jin H

2017-08-01

Motor skill acquisition occurs while practicing (on-line) and when asleep or awake (off-line). However, developmental questions still remain about whether children of various ages benefit similarly or differentially from night- and day-time sleeping. The likely circadian effects (time-of-day) and the possible between-test-interference (order effects) associated with children's off-line motor learning are currently unknown. Therefore, this study examines the contributions of over-night sleeping and mid-day napping to procedural skill learning. One hundred and eight children were instructed to practice a finger sequence task using computer keyboards. After an equivalent 11-h interval in one of the three states (sleep, nap, wakefulness), children performed the same sequence in retention tests and a novel sequence in transfer tests. Changes in the movement time and sequence accuracy were evaluated between ages (6-7, 8-9, 10-11years) during practice, and from skill training to retrievals across three states. Results suggest that night-time sleeping and day-time napping improved the tapping speed, especially for the 6-year-olds. The circadian factor did not affect off-line motor learning in children. The interference between the two counter-balanced retrieval tests was not found for the off-line motor learning. This research offers possible evidence about the age-related motor learning characteristics in children and a potential means for enhancing developmental motor skills. The dynamics between age, experience, memory formation, and the theoretical implications of motor skill acquisition are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the perspective guiding the curriculum design, and consider multiple goals for student and teacher learning. The study has implications for professional development design, particularly in supporting inquiry-oriented science and technology-enhanced instruction. Effective professional developers formulate coherent conceptions of program goals, use evidence of teacher outcomes to refine their goals and practices, and connect student and teacher learning. This study illustrates the value of research on the individuals who design and lead professional development programs.

Learning to teach science for social justice in urban schools

NASA Astrophysics Data System (ADS)

Vora, Purvi

This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also, it suggests teacher agency as an important domain of professional practice when measuring teacher learning from a situative perspective.

Applying service learning to computer science: attracting and engaging under-represented students

NASA Astrophysics Data System (ADS)

Dahlberg, Teresa; Barnes, Tiffany; Buch, Kim; Bean, Karen

2010-09-01

This article describes a computer science course that uses service learning as a vehicle to accomplish a range of pedagogical and BPC (broadening participation in computing) goals: (1) to attract a diverse group of students and engage them in outreach to younger students to help build a diverse computer science pipeline, (2) to develop leadership and team skills using experiential techniques, and (3) to develop student attitudes associated with success and retention in computer science. First, we describe the course and how it was designed to incorporate good practice in service learning. We then report preliminary results showing a positive impact of the course on all pedagogical goals and discuss the implications of the results for broadening participation in computing.

Dissemination of evidence-based practice: can we train therapists from a distance?

PubMed

Vismara, Laurie A; Young, Gregory S; Stahmer, Aubyn C; Griffith, Elizabeth McMahon; Rogers, Sally J

2009-12-01

Although knowledge about the efficacy of behavioral interventions for children with ASD is increasing, studies of effectiveness and transportability to community settings are needed. The current study conducted an effectiveness trial to compare distance learning vs. live instruction for training community-based therapists to implement the Early Start Denver Model. Findings revealed: (a) distance learning and live instruction were equally effective for teaching therapists to both implement the model and to train parents; (b) didactic workshops and team supervision were required to improve therapists' skill use; (c) significant child gains occurred over time and across teaching modalities; and (d) parents implemented the model more skillfully after coaching. Implications are discussed in relation to the economic and clinical utility of distance learning.

Social Media as a Platform for Surgical Learning: Use and Engagement Patterns Among Robotic Surgeons.

PubMed

Myers, Christopher G; Kudsi, Omar Yusef; Ghaferi, Amir A

2018-02-01

: In response to technological advances and growing dispersion of surgical practice around the globe, social media platforms have emerged in recent years as channels for surgeons to share experiences, ask questions, and learn from one another. To better understand surgeons' engagement with these platforms, we analyzed data from a closed-membership Facebook group for robotic surgeons. Our analysis revealed that surgeons posted more frequently on midweek days, and further that text posts received significantly more comments, and significantly fewer "likes," than posts containing links, photos, or videos. We discuss the implications of these use and engagement patterns for the viability of social media platforms as tools for surgeons to learn vicariously from their peers' experiences and expertise.

Teaching childbirth with high-fidelity simulation. Is it better observing the scenario during the briefing session?

PubMed

Cuerva, Marcos J; Piñel, Carlos S; Martin, Lourdes; Espinosa, Jose A; Corral, Octavio J; Mendoza, Nicolás

2018-02-12

The design of optimal courses for obstetric undergraduate teaching is a relevant question. This study evaluates two different designs of simulator-based learning activity on childbirth with regard to respect to the patient, obstetric manoeuvres, interpretation of cardiotocography tracings (CTG) and infection prevention. This randomised experimental study which differs in the content of their briefing sessions consisted of two groups of undergraduate students, who performed two simulator-based learning activities on childbirth. The first briefing session included the observations of a properly performed scenario according to Spanish clinical practice guidelines on care in normal childbirth by the teachers whereas the second group did not include the observations of a properly performed scenario, and the students observed it only after the simulation process. The group that observed a properly performed scenario after the simulation obtained worse grades during the simulation, but better grades during the debriefing and evaluation. Simulator use in childbirth may be more fruitful when the medical students observe correct performance at the completion of the scenario compared to that at the start of the scenario. Impact statement What is already known on this subject? There is a scarcity of literature about the design of optimal high-fidelity simulation training in childbirth. It is known that preparing simulator-based learning activities is a complex process. Simulator-based learning includes the following steps: briefing, simulation, debriefing and evaluation. The most important part of high-fidelity simulations is the debriefing. A good briefing and simulation are of high relevance in order to have a fruitful debriefing session. What do the results of this study add? Our study describes a full simulator-based learning activity on childbirth that can be reproduced in similar facilities. The findings of this study add that high-fidelity simulation training in childbirth is favoured by a short briefing session and an abrupt start to the scenario, rather than a long briefing session that includes direct instruction in the scenario. What are the implications of these findings for clinical practice and/or further research? The findings of this study reveal what to include in the briefing of simulator-based learning activities on childbirth. These findings have implications in medical teaching and in medical practice.

Extended child and caregiver benefits of behavior-based child contingency learning games.

PubMed

Dunst, Carl J; Raab, Melinda; Trivette, Carol M; Wilson, Linda L; Hamby, Deborah W; Parkey, Cindy

2010-08-01

Findings from 2 studies of the relationship between response-contingent child behavior and child, caregiver-child, and caregiver behavior not directly associated with child contingency learning are described. The participants were 19 children with significant developmental delays and their mothers in 1 study and 22 children with significant developmental delays and their teachers in the second study. Caregivers engaged the children in learning games characterized by behavior-based contingencies for 15 weeks. Research staff observed the children and their caregivers in everyday routines and activities and rated child and caregiver behavior while the children and caregivers were not playing the games. Results from both studies showed that the degree of response-contingent responding during the games was related to child and caregiver behavior, not the focus of the contingency learning opportunities afforded the children. Implications for practice are described.

Implementing an interprofessional first-year teamwork project: some key reflections.

PubMed

McNaughton, Susan Maree

2013-09-01

Implementing an interprofessional teamwork project for first-year students presents pedagogical and practical challenges. While transferable skills and attributes are important, engagement of students with limited professional experience in teamwork depends on relevance to current learning needs. This report outlines principles learned from planning and implementing a teamwork project for an interprofessional health administration and service development course. Practising interprofessional teamwork as leaders and teachers, aligning with previous, current and future teamwork content and processes and responding to student feedback and achievement have been the key factors in shaping the project over three semesters. Face-to-face and online interprofessional teamwork learning has necessitated developing resources that support self-direction, using familiar technology and providing enabling physical environments. Implications for first-year interprofessional teamwork are that structured well-resourced processes, responsiveness and alignment of learning all improve student outcomes.

Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice

NASA Astrophysics Data System (ADS)

Zapata, Mara; Gallard, Alejandro J.

2007-10-01

Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines the enactment of a female science teacher's pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes, as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy, present both academically and socially; (b) the devaluing of women as "knowers" of scientific knowledge as defined by a western and male view of science; (c) the marginalization or "feminization" of education and pedagogical knowledge. The findings reflect tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new teachers about their positions as social agents and the sociological implications related to issues of gender within which we live and work, inclusive of science teaching and learning.

Student's perception about innovative teaching learning practices in Forensic Medicine.

PubMed

Gupta, Sanjay; Parekh, Utsav N; Ganjiwale, Jaishree D

2017-11-01

Since decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions. This pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire. Students reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71-95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75-92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%). Innovations in teaching-learning are need of hour especially in subject like Forensic Medicine which has direct implications to add into administration of justice in the court of law. This pilot study has given us ideas for making teaching-learning and assessment more student centric considering emerging societal needs. Copyright © 2017 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Holding on to hope: A review of the literature exploring missing persons, hope and ambiguous loss.

PubMed

Wayland, Sarah; Maple, Myfanwy; McKay, Kathy; Glassock, Geoffrey

2016-01-01

When a person goes missing, those left behind mourn an ambiguous loss where grief can be disenfranchised. Different to bereavement following death, hope figures into this experience as a missing person has the potential to return. This review explores hope for families of missing people. Lived experience of ambiguous loss was deconstructed to reveal responses punctuated by hope, which had practical and psychological implications for those learning to live with an unresolved absence. Future lines of enquiry must address the dearth of research exploring the role of hope, unresolved grief, and its clinical implications when a person is missing.

Teacher candidates' mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education.

PubMed

Sayeski, Kristin L; Earle, Gentry A; Eslinger, R Paige; Whitenton, Jessy N

2017-04-01

Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.

Establishing a Community of Practice between an Elementary Educator and a Scientist as a Means of Professional Development

NASA Astrophysics Data System (ADS)

Dashoush, Nermeen

This dissertation reports on an ethnographic study to examine and detail emerging practices in a community of practice comprised of an elementary teacher and a scientist (microbiologist). The study was conducted in order to design a model for professional development. It also aimed to contribute to the limited research involving elementary educators and their work with scientists. Furthermore, extra attention was given to understanding how both the elementary teacher and the scientist benefitted from their participation in the community of practice created from working together in teaching and learning science as a form of professional development. This was in accordance with a community of practice framework, which details that a healthy community is one without a perception of hierarchy among members (Wenger, 1998). The elementary teacher and scientist as participants collaborated in the creation of a science unit for an afterschool program. A wide variety of data was collected, including: interviews, transcribed meetings, and online journals from both participants. The data was coded for reoccurring themes surrounding practices and shifts in perception about science teaching and learning that emerged from this community of practice as professional development. The findings have implications for practices that could be used as a foundational structure in future collaborations involving elementary teachers and scientists for elementary science professional development.

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

NASA Astrophysics Data System (ADS)

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

NASA Astrophysics Data System (ADS)

Yang, Eunah

This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

Using design to drive organizational performance and innovation in the corporate workplace: implications for interprofessional environments.

PubMed

Laing, Andrew; Bacevice, Peter Anthony

2013-09-01

Learning and working are increasingly inseparable social processes characterized by a mix of routine and non-routine activities, which are meant to sustain an optimal balance of creative risk taking, idea exploration and development of professional mastery. Learning and working are embedded in broader social institutions such as universities, academic medical centers, professional organizations and business firms. The future of learning and working is witnessing a blurring of these institutional boundaries, and consequently, a spanning of disciplines and professions that have traditionally assimilated and oriented people around knowledge domains. Learning and working practices are increasingly less defined by bureaucratic controls and are, instead, more collaborative, fluid and interdisciplinary. One of the most tangible manifestations of this shift is in the spaces and places where learning and working activities happen and where people interact and organize. This article explores these learning and working paradigm shifts by discussing recent developments in the corporate workplace and exploring how such changes inform the future of interprofessional education.

Learning Climate and Job Performance among Health Workers. A Pilot Study

PubMed Central

Cortini, Michela; Pivetti, Monica; Cervai, Sara

2016-01-01

This paper will explore if and how psychological strain plays a mediator role between the learning climate and job performance in a group of health workers. Although the relationship between learning climate and job performance has already been explored in the international literature, the role of psychological strain, which may hamper or deepen this relationship, has yet to be investigated. The research hypothesis is that psychological strain mediates the relationship between the climate toward learning (including also the error avoidance climate) and job performance. Data were gathered in a Public hospital in Italy. Participants (N = 61) were health professionals (nurses and obstetricians). Considering the relatively small sample size, a mediation analysis with the aid of the SPSS macro PROCESS was performed. The results show that the relationship between the learning climate (specifically its dimension of organizational appreciation toward learning) and job performance is mediated by psychological strain. The future research agenda and practical implications are discussed in the paper. PMID:27826274

Learning Climate and Job Performance among Health Workers. A Pilot Study.

PubMed

Cortini, Michela; Pivetti, Monica; Cervai, Sara

2016-01-01

This paper will explore if and how psychological strain plays a mediator role between the learning climate and job performance in a group of health workers. Although the relationship between learning climate and job performance has already been explored in the international literature, the role of psychological strain, which may hamper or deepen this relationship, has yet to be investigated. The research hypothesis is that psychological strain mediates the relationship between the climate toward learning (including also the error avoidance climate) and job performance. Data were gathered in a Public hospital in Italy. Participants ( N = 61) were health professionals (nurses and obstetricians). Considering the relatively small sample size, a mediation analysis with the aid of the SPSS macro PROCESS was performed. The results show that the relationship between the learning climate (specifically its dimension of organizational appreciation toward learning) and job performance is mediated by psychological strain. The future research agenda and practical implications are discussed in the paper.

By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Executive Summary

ERIC Educational Resources Information Center

Whitebook, Marcy; Austin, Lea J.E.; Ryan, Sharon; Kipnis, Fran; Almaraz, Mirella; Sakai, Laura

2012-01-01

Calls to reform teacher education figure prominently in the growing national conversation about teacher performance and children's learning outcomes (National Council for Accreditation of Teacher Education, 2010a, 2010b; Sparks, 2011). Thus far, however, most proposals have focused on teachers working in kindergarten through Grade 12, with scant…

The Place of Vocational Education in Higher Education: Implications for Educational R&D. Distinguished Lecture Series, No. 4.

ERIC Educational Resources Information Center

Bell, T. H.

Half of this paper is the text of a lecture on the role of the university in job-related education in which the author suggests what universities ought to learn from vocational education. Pointing out that the challenge goes deeper than vocational or professional education, he challenges universities to have an eye for theory and practice, an eye…

The First Eight Years Pathways to the Future: Implications for Research, Policy, and Practice. Proceedings of the Head Start National Research Conference (6th, Washington, DC, June 26-29, 2002).

ERIC Educational Resources Information Center

Lamb-Parker, Faith, Ed.; Hagen, John, Ed.; Robinson, Ruth, Ed.; Rhee, Hezie, Ed.

This document summarizes the proceedings of Head Start's Sixth National Research Conference on early childhood and family research. The first part of these proceedings compiles presentations from special sessions, including plenary sessions on promoting young childrens eagerness to learn in educational settings, self-regulation, and policies and…

The Development of a White Water Rafting Code of Practice in Response to Multiple Fatalities in Queensland: How Will It Impact the Commercial and Educational Sector?

ERIC Educational Resources Information Center

Murray, Sean

2015-01-01

In this article I review lessons to be learned from five commercial rafting participant fatalities in Northern Queensland between 2007 and 2009, and examine some implications of the coroner's recommendations from an outdoor education perspective. I aim both to help prevent future fatalities and to contribute to discussion about how best to achieve…

Attachment and group psychotherapy: introduction to a special section.

PubMed

Tasca, Giorgio A

2014-03-01

The application of attachment theory to adult psychotherapy represents a growing area of research and practice. Despite the conceptual overlap between group therapeutic factors, attachment theory, and therapeutic tasks as outlined by Bowlby (1988), there is little research on attachment functioning in group therapy. Hence, there remain substantial questions about the role of attachment theory in understanding group therapy processes and outcomes. The three studies in this special section advance the research in some of these important areas, including showing that positive changes in self-reported attachment insecurity among clients persist long after group therapy ends; attachment anxiety affects the level and rate of interpersonal learning in groups; and change in attachment to the therapy group has an impact on longer term change in individual group members' attachment. Each article also examines the impact of these attachment concepts on treatment outcomes. Numerous areas remain to be explored when it comes to the implications of attachment theory for understanding and conducting group therapy, including the conceptual and practical overlap between attachment concepts such as security and exploration with group therapeutic factors such as cohesion and interpersonal learning. The articles in this special section begin to address some of these issues related to attachment theory and its implications for group therapists. (c) 2014 APA, all rights reserved.

A phenomenological investigation of science center exhibition developers' expertise development

NASA Astrophysics Data System (ADS)

Young, Denise L.

The purpose of this study was to examine the exhibition developer role in the context of United States (U.S.) science centers, and more specifically, to investigate the way science center exhibition developers build their professional expertise. This research investigated how successfully practicing exhibition developers described their current practices, how they learned to be exhibition developers, and what factors were the most important to the developers in building their professional expertise. Qualitative data was gathered from 10 currently practicing exhibition developers from three science centers: the Exploratorium, San Francisco, California; the Field Museum, Chicago, Illinois; and the Science Museum of Minnesota, St. Paul, Minnesota. In-depth, semistructured interviews were used to collect the data. The study embraced aspects of the phenomenological tradition and sought to derive a holistic understanding of the position and how expertise was built for it. The data were methodically coded and organized into themes prior to analysis. The data analysis found that the position consisted of numerous and varied activities, but the developers' primary roles were advocating for the visitor, storytelling, and mediating information and ideas. They conducted these activities in the context of a team and relied on an established exhibition planning process to guide their work. Developers described a process of learning exhibition development that was experiential in nature. Learning through daily practice was key, though they also consulted with mentors and relied on visitor studies to gauge the effectiveness of their work. They were adept at integrating prior knowledge gained from many aspects of their lives into their practice. The developers described several internal factors that contributed to their expertise development including the desire to help others, a natural curiosity about the world, a commitment to learning, and the ability to accept critique. They expressed high levels of job satisfaction and a desire to continue in the position. The study findings have several implications for the practice of exhibition development, including grounding it in a defined exhibition planning process, providing mentors and other resources for learning, and improving upon museum studies programs by providing avenues for exhibition development practice in the science center context.

Perceptions of learning disability nurses and support staff towards people with a diagnosis of schizophrenia.

PubMed

McCorkindale, S; Fleming, M P; Martin, C R

2017-06-01

WHAT IS KNOWN ABOUT THE SUBJECT?: People with learning disability are more likely than the general population to develop schizophrenia. Personal recovery philosophies are based on positive attitudes and an optimism that recognizes and values people and their strengths and capacity to achieve goals. Little is known from previous studies about the illness perceptions of learning disability practitioners who work with people that experience both a learning disability and schizophrenia. The illness beliefs of learning disability practitioners about schizophrenia may mediate the potential for social exclusion and limit recovery outcomes. WHAT THIS STUDY/PAPER ADDS TO EXISTING KNOWLEDGE?: The findings show that the illness beliefs of learning disability practitioners and support workers regarding schizophrenia are pessimistic in terms of the consequences for people with schizophrenia and learning disability and their relatives as well as the chronic course of the illness. WHAT ARE THE IMPLICATIONS FOR CLINICAL PRACTICE?: This study identifies the nature of LD practitioner perceptions about schizophrenia and provides guidance about how personal recovery philosophies can be applied to the management of LD and schizophrenia. The beliefs of learning disability practitioners and support workers regarding schizophrenia need to be reframed to support better recovery outcomes and social inclusion for this group. The findings from this study can inform the development of training in bio-psycho-social models of schizophrenia, recovery approaches, family/carer interventions, clinical supervision, mentorship and reflection on clinical practice, which could be potentially useful strategies to help facilitate a reframing of beliefs. Background and purpose of study The prevalence of schizophrenia in people with learning disability is 3-4%. This is the first study to investigate the illness perceptions of learning disability (LD) practitioners towards people with schizophrenia. Methods Learning disability practitioners (n = 210) that work with people with LD and schizophrenia completed a modified version of the Illness Perception Questionnaire Schizophrenia Carers Version (IPQ-SCV). Descriptive and correlational analyses were conducted for all of the IPQ-SCV subscales. Results A significant positive correlation was found between consequences relative and consequences patient (0.495, P < 0.001), and a negative correlation was found between timeline episodic and timeline chronic (-0.243, P < 0.001) subscales. Discussion Consistent with previous evidence found regarding negative staff attitudes to schizophrenia recovery outcomes, course and chronicity, the current investigation has extended and confirmed these observations to staff working with individuals with comorbid schizophrenia and learning disability. Implications for practice This study identifies the nature of LD practitioner perceptions about schizophrenia and contributes to the development of the recovery philosophy in relation to the management of LD and schizophrenia. The findings inform the design of training modules in bio-psycho-social models of schizophrenia, recovery approaches, family intervention, clinical supervision and reflection. These can help LD practitioners to reframe their schizophrenia/LD illness beliefs. © 2017 John Wiley & Sons Ltd.

The attitudes and beliefs of a female science teacher: Implications in relation to gender and pedagogical practice

NASA Astrophysics Data System (ADS)

Zapata, Mara

In this case study of a female science teacher named Laura, numerous observations, field notes, researcher interpretations, and assertions were developed. As meanings were negotiated, intent of actions was defined using significant statements, clustered to produce invariant meaning units. Both the participant's intents and how she interpreted her experiences were central to the understandings sought in this study. Whenever Laura planned for teaching science, taught, or otherwise interacted with students, the following four themes seemed to frame her actions: (1) Responsibility to Nurture/Mother/Mentor (2) Connecting to and Relating (3) Meeting Gender-Specific Expectations (4) Promoting the Fighter/Survivor Within. Each theme is examined in relation to attitudes and beliefs about teaching and learning science, and conclusions and assertions are expressed. The findings of this study point to the tensions between Laura's attitudes and beliefs and her pedagogical practices, disconfirming these as they pertain to gender in relation to teaching and learning science. It was not evident as part of her daily practice that student experiences were used in an attempt to create connections between their lives and science, although Laura always emphasized that science is a way of life. The findings support questioning the role of intentionality and a teacher's perceived ability to adhere to intentions while practicing within the norms established by the social institution of schools operating within the larger structures of society. The major findings and implications are relevant to the manner teachers are prepared and encouraged to enact their practice by departments and boards of education, prepared by institutions of higher education and subsequent participation in professional development. Specifically, calling attention to how these educational frameworks emphasize or de-emphasize the role of teachers and promote cognizance in terms of the culture of schools, reflective of the larger structures of society. Understanding the larger social structures and manner in which science in particular is formally packaged with its hegemonic reality and power arrangements reflective of such society is important if teachers are going to enact their practice in ways that facilitate this understanding to students. A lack of this understanding implicates that teachers enter the classroom without having developed a critical consciousness about societal structures and about schools as reproducers of the social and gender inequalities pervasive in society. (Abstract shortened by UMI.)

Teaching Engineering Practices

NASA Astrophysics Data System (ADS)

Cunningham, Christine M.; Carlsen, William S.

2014-03-01

Engineering is featured prominently in the Next Generation Science Standards (NGSS) and related reform documents, but how its nature and methods are described is problematic. This paper is a systematic review and critique of that representation, and proposes that the disciplinary core ideas of engineering (as described in the NGSS) can be disregarded safely if the practices of engineering are better articulated and modeled through student engagement in engineering projects. A clearer distinction between science and engineering practices is outlined, and prior research is described that suggests that precollege engineering design can strengthen children's understandings about scientific concepts. However, a piecemeal approach to teaching engineering practices is unlikely to result in students understanding engineering as a discipline. The implications for science teacher education are supplemented with lessons learned from a number of engineering education professional development projects.

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory.

PubMed

Batista-Foguet, Joan M; Ferrer-Rosell, Berta; Serlavós, Ricard; Coenders, Germà; Boyatzis, Richard E

2015-01-01

The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines-compositional data analysis (CODA) and log ratio transformations-KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory

PubMed Central

Batista-Foguet, Joan M.; Ferrer-Rosell, Berta; Serlavós, Ricard; Coenders, Germà; Boyatzis, Richard E.

2015-01-01

The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines—compositional data analysis (CODA) and log ratio transformations—KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension. PMID:26617561

Social Work Practice with LGBT Elders at End of Life: Developing Practice Evaluation and Clinical Skills Through a Cultural Perspective.

PubMed

Arthur, Darren P

2015-01-01

This article focuses on culturally sensitive clinical issues related to best practices with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including practice evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social work palliative and end-of-life care (PELC) practice with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social work, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social work practice. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues.

Blood Tests for People with Severe Learning Disabilities Receiving Dental Treatment under General Anaesthesia.

PubMed

Clough, Stacey; Shehabi, Zahra; Morgan, Claire; Sheppey, Claire

2016-11-01

People with learning disabilities (LDs) have poorer health than their non-disabled peers due to failures in reasonable adjustments. One hundred patients with severe LD and challenging behaviour attended for dental treatment under GA, during which routine blood testing was provided. Communication with general medical practitioners (GMPs) and blood test results were evaluated, showing poor communication with GMPs and significant undiagnosed disease among this group. Blood tests generate similar costs in primary and secondary care but a holistic approach to care under GA reduces expenses brought by lost clinical time and resources due to complex behaviours in an out-patient setting. Clinical relevance: This article discusses a holistic approach to healthcare for people with severe LD, including patient outcomes, financial and resource implications, and offers practical guidance on venepuncture technique, which is relevant to many aspects of both community and hospital dental practice.

Social and Emotional Learning and the Work of Itinerant Teachers of the Deaf and Hard of Hearing.

PubMed

Norman, Nancy; Jamieson, Janet R

2015-01-01

The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and perceptions of SEL in school cultures. Follow-up interviews with 11 ITDHHs provided a deeper perspective on how these teachers prioritize and teach SEL skills within their unique teaching role. Overall, the findings revealed that ITDHHs overwhelmingly recognized the need to provide SEL support to their students, and very often provided direct teaching of SEL skills. However, they did not necessarily feel adequately prepared, nor supported by their schools, in terms of teaching SEL. Implications of the findings for professional preparation and practice are discussed.

Cultural relativism: occupation and independence reconsidered.

PubMed

Whiteford, G E; Wilcock, A A

2000-12-01

In this article, findings from a qualitative study of a cohort of occupational therapy students in Auckland, New Zealand are presented. The study focussed on the experiences of students as they learned to work with people from different social and cultural backgrounds over a 3-year period. As well as identifying curriculum and teaching/learning processes that enhance intercultural competence development, the data that emerged from the study also highlight important issues about how occupation and independence are conceptualised across cultures. A review of the trans-disciplinary and occupational therapy literature dealing with theoretical, conceptual and educational issues relating to cross-cultural practice is followed by a presentation of narrative extracts that address the key concepts of occupation and independence. These are then discussed with reference to relevant occupational therapy literature. In conclusion, implications for future research and practice are explored focussing on a need for occupation and independence to be reconsidered as culturally relative constructions.

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

PubMed Central

Barr, Rachel

2010-01-01

The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne’s (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood. PMID:20563302

Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

NASA Astrophysics Data System (ADS)

Blums, Angela

The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.

PubMed

Mann, Karen; van der Vleuten, Cees; Eva, Kevin; Armson, Heather; Chesluk, Ben; Dornan, Timothy; Holmboe, Eric; Lockyer, Jocelyn; Loney, Elaine; Sargeant, Joan

2011-09-01

Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance. This 2008 qualitative study was guided by principles of grounded theory. Eight programs in five countries across undergraduate, postgraduate, and continuing medical education were purposively sampled. Seventeen focus groups were held (134 participants). Detailed analyses were conducted iteratively to understand themes and relationships. Participants experienced multiple tensions in informed self-assessment. Three categories of tensions emerged: within people (e.g., wanting feedback, yet fearing disconfirming feedback), between people (e.g., providing genuine feedback yet wanting to preserve relationships), and in the learning/practice environment (e.g., engaging in authentic self-assessment activities versus "playing the evaluation game"). Tensions were ongoing, contextual, and dynamic; they prevailed across participant groups, infusing all components of informed self-assessment. They also were present in varied contexts and at all levels of learners and practicing physicians. Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.

The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks

NASA Astrophysics Data System (ADS)

Barnett, Janet Heine; Lodder, Jerry; Pengelley, David

2014-01-01

We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics developed by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard's theory of learning as communication. We present case studies for two of our guided student modules that are built around sequences of primary sources and are intended for learning core curricular material, one on logical implication, the other on the concept of a group. Additionally, we propose some conclusions about the advantages and challenges of using primary sources in teaching mathematics.

Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.

PubMed

Hommes, J; Van den Bossche, P; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2014-10-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed.

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

NASA Astrophysics Data System (ADS)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

Identification, assessment and intervention--Implications of an audit on dyslexia policy and practice in Scotland.

PubMed

Reid, Gavin; Deponio, Pamela; Davidson Petch, Louise

2005-08-01

This article reports on research commissioned by the Scottish Executive Education Department (SEED). It aimed to establish the range and extent of policy and provision in the area of specific learning difficulties (SpLD) and dyslexia throughout Scotland. The research was conducted between January and June 2004 by a team from the University of Edinburgh. The information was gathered from a questionnaire sent to all education authorities (100% response rate was achieved). Additional information was also obtained from supplementary interviews and additional materials provided by education authorities. The results indicated that nine education authorities in Scotland (out of 32) have explicit policies on dyslexia and eight authorities have policies on SpLD. It was noted however that most authorities catered for dyslexia and SpLD within a more generic policy framework covering aspects of Special Educational Needs or within documentation on 'effective learning'. In relation to identification thirty-six specific tests, or procedures, were mentioned. Classroom observation, as a procedure was rated high by most authorities. Eleven authorities operated a formal staged process combining identification and intervention. Generally, authorities supported a broader understanding of the role of identification and assessment and the use of standardized tests was only part of a wider assessment process. It was however noted that good practice in identification and intervention was not necessarily dependent on the existence of a dedicated policy on SpLD/dyslexia. Over fifty different intervention strategies/programmes were noted in the responses. Twenty-four authorities indicated that they had developed examples of good practice. The results have implications for teachers and parents as well as those involved in staff development. Pointers are provided for effective practice and the results reflect some of the issues on the current debate on dyslexia particularly relating to early identification.

Implications of complex adaptive systems theory for the design of research on health care organizations.

PubMed

McDaniel, Reuben R; Lanham, Holly Jordan; Anderson, Ruth A

2009-01-01

Because health care organizations (HCOs) are complex adaptive systems (CASs), phenomena of interest often are dynamic and unfold in unpredictable ways, and unfolding events are often unique. Researchers of HCOs may recognize that the subject of their research is dynamic; however, their research designs may not take this into account. Researchers may also know that unfolding events are often unique, but their design may not have the capacity to obtain information from meager evidence. These two concerns led us to examine two ideas from organizational theory: (a) the ideas of K. E. Weick (1993) on organizational design as a verb and (b) the ideas of J. G. March, L. S. Sproull, and M. Tamuz (1991) on learning from samples of one or fewer. In this article, we applied these ideas to develop an enriched perspective of research design for studying CASs. We conducted a theoretical analysis of organizations as CASs, identifying relevant characteristics for research designs. We then explored two ideas from organizational theory and discussed the implications for research designs. Weick's idea of "design as a verb" helps in understanding dynamic and process-oriented research design. The idea of "learning from samples of one or fewer" of March, Sproull, and Tamuz provides strategies for research design that enables learning from meager evidence. When studying HCOs, research designs are likely to be more effective when they (a) anticipate change, (b) include tension, (c) capitalize on serendipity, and (d) use an "act-then-look" mind set. Implications for practice are discussed. Practitioners who understand HCOs as CASs will be cautious in accepting findings from studies that treat HCOs mechanistically. They will consider the characteristics of CAS when evaluating the evidence base for practice. Practitioners can use the strategies proposed in this article to stimulate discussion with researchers seeking to conduct research in their HCO.

High school students presenting science: An interactional sociolinguistic analysis

NASA Astrophysics Data System (ADS)

Bleicher, Robert

Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;

Control-value theory: using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64.

PubMed

Artino, Anthony R; Holmboe, Eric S; Durning, Steven J

2012-01-01

In this AMEE Guide, we consider the emergent theoretical and empirical work on human emotion and how this work can inform the theory, research, and practice of medical education. In the Guide, we define emotion, in general, and achievement emotions, more specifically. We describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun 2006), and we distinguish between different types of achievement emotions, their proximal antecedents, and their consequences for motivation, learning, and performance. Next, we review the empirical support for control-value theory from non-medical fields and suggest several important implications for educational practice. In this section, we highlight the importance of designing learning environments that foster a high degree of control and value for students. Finally, we end with a discussion of the need for more research on achievement emotions in medical education, and we propose several key research questions we believe will facilitate our understanding of achievement emotions and their impact on important educational outcomes.

Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts?

PubMed

Pan, Steven C; Rickard, Timothy C

2017-09-01

In many pedagogical contexts, term-definition facts that link a concept term (e.g., "vision") with its corresponding definition (e.g., "the ability to see") are learned. Does retrieval practice involving retrieval of the term (given the definition) or the definition (given the term) enhance subsequent recall, relative to restudy of the entire fact? Moreover, does any benefit of retrieval practice for the term transfer to later recall of the definition, or vice versa? We addressed those questions in 4 experiments. In each, subjects first studied term-definition facts and then trained on two thirds of the facts using multiple-choice tests with feedback. Half of the test questions involved recalling terms; the other half involved recalling definitions. The remaining facts were either not trained (Experiment 1) or restudied (Experiments 2-4). A 48-hr delayed multiple-choice (Experiments 1-2) or short answer (Experiments 3a-4) final test assessed recall of all terms or all definitions. Replicating and extending prior research, retrieval practice yielded improved recall and positive transfer relative to no training. Relative to restudy, however, retrieval practice consistently enhanced subsequent term retrieval, enhanced subsequent definition retrieval only after repeated practice, and consistently yielded at best minimal positive transfer in either direction. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Crossing borders: High school science teachers learning to teach the specialized language of science

NASA Astrophysics Data System (ADS)

Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html)

Simulation-based otolaryngology - head and neck surgery boot camp: 'how I do it'.

PubMed

Chin, C J; Chin, C A; Roth, K; Rotenberg, B W; Fung, K

2016-03-01

In otolaryngology, surgical emergencies can occur at any time. An annual surgical training camp (or 'boot camp') offers junior residents from across North America the opportunity to learn and practice these skills in a safe environment. The goals of this study were to describe the set-up and execution of a simulation-based otolaryngology boot camp and to determine participants' confidence in performing routine and emergency on-call procedures in stressful situations before and after the boot camp. There were three main components of the boot camp: task trainers, simulations and an interactive panel discussion. Surveys were given to participants before and after the boot camp, and their confidence in performing the different tasks was assessed via multiple t-tests. Participants comprised 22 residents from 12 different universities; 10 of these completed both boot camp surveys. Of the nine tasks, the residents reported a significant improvement in confidence levels for six, including surgical airway and orbital haematoma management. An otolaryngology boot camp gives residents the chance to learn and practice emergency skills before encountering the emergencies in everyday practice. Their confidence in multiple skillsets was significantly improved after the boot camp. Given the shift towards competency-based learning in medical training, this study has implications for all surgical and procedural specialties.

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

NASA Astrophysics Data System (ADS)

DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development, secondary science education.

Interprofessional Collaboration

PubMed Central

Engel, Joyce; Taplay, Karyn; Stobbe, Karl

2015-01-01

In this hermeneutic phenomenological study, we examined the experience of interprofessional collaboration from the perspective of nursing and medical students. Seventeen medical and nursing students from two different universities participated in the study. We used guiding questions in face-to-face, conversational interviews to explore students’ experience and expectations of interprofessional collaboration within learning situations. Three themes emerged from the data: the great divide, learning means content, and breaking the ice. The findings suggest that the experience of interprofessional collaboration within learning events is influenced by the natural clustering of shared interests among students. Furthermore, the carry-forward of impressions about physician–nurse relationships prior to the educational programs and during clinical placements dominate the formation of new relationships and acquisition of new knowledge about roles, which might have implications for future practice. PMID:28462293

Epistemic cognition in medical education: a literature review.

PubMed

Eastwood, Jennifer L; Koppelman-White, Elysa; Mi, Misa; Wasserman, Jason Adam; Krug Iii, Ernest F; Joyce, Barbara

2017-01-07

To review the research literature on epistemic cognition in medical education. We conducted database searches using keywords related to epistemic cognition and medical education or practice. In duplicate, authors selected and reviewed empirical studies with a central focus on epistemic cognition and participant samples including medical students or physicians. Independent thematic analysis and consensus procedures were used to identify major findings about epistemic cognition and implications for research and medical education. Twenty-seven articles were selected. Themes from the findings of selected studies included developmental frameworks of epistemic cognition revealing simple epistemological positions of medical learners, increasing epistemological sophistication with experience, relationships between epistemic cognition and context, patterns in epistemic orientations to clinical practice, and reactions to ambiguity and uncertainty. Many studies identified the need for new instruments and methodologies to study epistemic cognition in medical education settings and its relationship to clinical outcomes. Relationships between epistemological beliefs and humanistic patient care and influences of medical education practices were commonly cited implications for medical education. Epistemic cognition is conceptualized and operationalized in a variety of ways in the medical research literature. Advancing theoretical frameworks and developing new methodological approaches to examine epistemic cognition are important areas for future research. Also, examination of the relationship between the contexts of medical learning and practice and epistemic cognition has potential for improving medical education. This work also establishes a need for further investigation into the implications of epistemic cognition for humanistic orientations and ultimately for patient care.

Epistemic cognition in medical education: a literature review

PubMed Central

Koppelman-White, Elysa; Mi, Misa; Wasserman, Jason Adam; Krug III, Ernest F.; Joyce, Barbara

2017-01-01

Objective To review the research literature on epistemic cognition in medical education. Methods We conducted database searches using keywords related to epistemic cognition and medical education or practice. In duplicate, authors selected and reviewed empirical studies with a central focus on epistemic cognition and participant samples including medical students or physicians. Independent thematic analysis and consensus procedures were used to identify major findings about epistemic cognition and implications for research and medical education. Results Twenty-seven articles were selected. Themes from the findings of selected studies included developmental frameworks of epistemic cognition revealing simple epistemological positions of medical learners, increasing epistemological sophistication with experience, relationships between epistemic cognition and context, patterns in epistemic orientations to clinical practice, and reactions to ambiguity and uncertainty. Many studies identified the need for new instruments and methodologies to study epistemic cognition in medical education settings and its relationship to clinical outcomes. Relationships between epistemological beliefs and humanistic patient care and influences of medical education practices were commonly cited implications for medical education. Conclusions Epistemic cognition is conceptualized and operationalized in a variety of ways in the medical research literature. Advancing theoretical frameworks and developing new methodological approaches to examine epistemic cognition are important areas for future research. Also, examination of the relationship between the contexts of medical learning and practice and epistemic cognition has potential for improving medical education. This work also establishes a need for further investigation into the implications of epistemic cognition for humanistic orientations and ultimately for patient care. PMID:28064257

Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.

2010-10-01

This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.

Comparing Auditory-Only and Audiovisual Word Learning for Children with Hearing Loss.

PubMed

McDaniel, Jena; Camarata, Stephen; Yoder, Paul

2018-05-15

Although reducing visual input to emphasize auditory cues is a common practice in pediatric auditory (re)habilitation, the extant literature offers minimal empirical evidence for whether unisensory auditory-only (AO) or multisensory audiovisual (AV) input is more beneficial to children with hearing loss for developing spoken language skills. Using an adapted alternating treatments single case research design, we evaluated the effectiveness and efficiency of a receptive word learning intervention with and without access to visual speechreading cues. Four preschool children with prelingual hearing loss participated. Based on probes without visual cues, three participants demonstrated strong evidence for learning in the AO and AV conditions relative to a control (no-teaching) condition. No participants demonstrated a differential rate of learning between AO and AV conditions. Neither an inhibitory effect predicted by a unisensory theory nor a beneficial effect predicted by a multisensory theory for providing visual cues was identified. Clinical implications are discussed.

The psychological characteristics of experiences that influence science motivation and content knowledge

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.