Migrant Student Record Transfer System (MSRTS) [machine-readable data file].

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock. General Education Div.

The Migrant Student Record Transfer System (MSRTS) machine-readable data file (MRDF) is a collection of education and health data on more than 750,000 migrant children in grades K-12 in the United States (except Hawaii), the District of Columbia, and the outlying territories of Puerto Rico and the Mariana and Marshall Islands. The active file…

Singing in Science: Writing and Recording Student Lyrics to Express Learning

ERIC Educational Resources Information Center

Nelson, Sara D.; Norton-Meier, Lori

2009-01-01

This article explores the use of lyric writing in elementary science. It details an exploratory project in which elementary students and a professional musician collaborated to write and record lyrics at the conclusion of an inquiry-based science unit. What we found was that lyric writing when used as a summary reflection activity in science…

Analysis of internet use behaviors among clinical medical students in China.

PubMed

Yang, Hua; Chen, Yunxiang; Zheng, Liqiang; Xu, Xin; Cao, Xia

2014-04-02

The availability of internet-based information resources is increasing and the appropriate use of such resources is an important subject for clinical medical students. The aims of this study were to investigate the behaviors of clinical medical students regarding the use of internet-based activities, to analyze the behavior and characteristics of the students' information demands, and to discuss the behaviors and time preferences related to internet use of students with different levels of education. Librarians obtained real-time feedback from 999 clinical medical students to record online activities. The data was recorded in a standard form and then analyzed statistically. There were significant differences in the use of the internet for learning activities among the different groups of clinical medical students (P < 0.0001). Learning accounted for 73.5% of all internet use for doctoral candidates, 47.6% of internet use for master's candidates, 28.7% of internet use for seven-year undergraduate students, and 14.1% of use for five-year undergraduate students. There was also a significant difference in the proportions of leisure and e-commerce activities among the student groups (P < 0.0001), with five-year students displaying the highest total proportion of these activities (59.4% and 18.8%). Internet use for entertainment activities was the same for all groups of clinical medical students. Time of day of internet use was consistent across all student groups, but internet use differed by day of the week (P < 0.01). There was no difference among the time of day of internet use for learning, leisure and entertainment activities during a single day (P > 0.05), but e-commerce activities varied according to time of day (P < 0.05). Learning and e-commerce activities by clinical medical students did not vary by day of the week (P > 0.05), but the distributions of leisure and entertainment activities were different according to day of the week (P < 0.05). A stronger demand for learning is associated with a higher academic level of clinical medical students. Differences exist among student groups regarding internet use behaviors and internet use during different time periods.

A Survey of Students' Experiences on Collaborative Virtual Learning Activities Based on Five-Stage Model

ERIC Educational Resources Information Center

Karaman, M. Kemal; Özen, Sevil Orhan

2016-01-01

In this study, we aimed to design collaborative virtual learning (CVL) activities by using a five-stage model (FSM) and survey of students' experiences. The study group consisted of 14 voluntary students in the Turkish Teaching Department. In this case study, data were collected through observations, recordings in Second Life (SL) and interviews.…

78 FR 45517 - Agency Information Collection Activities; Comment Request; Student Assistance General Provisions...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-29

...; Comment Request; Student Assistance General Provisions--Subpart K--Cash Management AGENCY: Federal Student...)(A)), provides the general public and Federal agencies with an opportunity to comment on proposed... notice will be considered public records. Title of Collection: Student Assistance General Provisions...

A Crisis in Student Loans? How Changes in the Characteristics of Borrowers and in the Institutions They Attended Contributed to Rising Loan Defaults. Brookings Papers on Economic Activity, Fall 2015

ERIC Educational Resources Information Center

Looney, Adam; Yannelis, Constantine

2015-01-01

This paper examines the rise in student loan default and delinquency. It draws on a unique set of administrative data on federal student borrowing matched to earnings records from de-identified tax records. Most of the increase in default is associated with borrowers at for-profit schools, 2-year institutions, and certain other nonselective…

Tips from the Classroom: Word Building [and] Can't Say "Yes" or "No" [and] Three-Peat or How to Engage Students in Revising Their Oral Presentations [and] Taking the Minutes Is Time Well Spent [and] Puzzles.

ERIC Educational Resources Information Center

Nicklous, Nan G.; And Others

1997-01-01

Presents useful tips for improving classroom learning. These include inviting native- and nonnative-English-speaking students to engage in world building while improving their language and cultural knowledge; highly motivated conversational activities; students' revision of their oral presentations; having students record classroom activities; and…

A Coordinated Business System.

ERIC Educational Resources Information Center

Emmett, Marion B.

1980-01-01

Describes a student publications department business system in which students take responsibility for selling advertisements for the newspaper and yearbook, make sure that layouts are satisfactory to customers, keep all records of accounting and billing procedures, and maintain budget supervision of student publications activities. (TJ)

A Logbook System for Monitoring Student Skills and Experiences.

ERIC Educational Resources Information Center

Soler, Norman G.; And Others

1981-01-01

A logbook system for recording students' patient-care activities during a clerkship is described. It was designed at Southern Illinois University School of Medicine to provide data for assessing students and for evaluation of the clerkship itself. Student logbooks are collected at the midpoint and end of the clerkship. (MLW)

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

Spier, C.E.; Little, D.E.; Trim, S.C.

We investigated activity patterns of 17 elementary school students aged 10-12, and 19 high school students aged 13-17, in suburban Los Angeles during the oxidant pollution season. Individuals' relationships between ventilation rate (VR) and heart rate (HR) were calibrated' in supervised outdoor walking/jogging. Log VR was consistently proportional to HR; although calibrations' were limited by a restricted range of exercise, and possibly by artifact due to mouthpiece breathing, which may cause overestimation of VR at rest. Each subject then recorded activities in diaries, and recorded HR once per minute by wearing Heart Watches, over 3 days (Saturday-Monday). For each activitymore » the subject estimated a breathing rate--slow (slow walking), medium (fast walking), or fast (running). VR ranges for each breathing rate and activity type were estimated from HR recordings. High-school students' diaries showed their aggregate distribution of waking hours as 68% slow inside, 8% slow outside, 10% medium inside, 9% medium outside, 1.5% fast inside, 1.5% fast outside. Elementary students' distribution was 47% slow inside, 15% slow outside, 20% medium inside, 12% medium outside, 2.5% fast inside, 3.5% fast outside. Sleep occupied 38% of high-school students' and 40% of elementary students' time; HR were generally lower in sleep than in slow waking activity. High school students' mean VR estimates were 13 L/min for slow breathing, 18 for medium, and 23 for fast; elementary students' were 14 slow, 18 medium, and 19 fast. VR distributions were approximately lognormal. Maximum estimated VR were approximately 70 L/min in elementary and approximately 100 L/min in high school students. Compared to adults studied similarly, students reported more medium or fast breathing, and had equal or higher VR estimates during slow and medium breathing despite their smaller size. These results suggest that, relative to body size, young people inhale larger doses of outdoor air pollutants than adults.« less

Evaluation of the McFann, Gray & Associates’ BSEP (Basic Skills Education Program) 2. Curriculum

DTIC Science & Technology

1985-08-01

167 APPENDIX A - Tables APPENDIX B - Student Record Sheets, Module Record Sheets, Classroom Observation Form, and Questionnaires iv LIST OF...course data and demographic data about students, and classroom observation forms for recording classroom activities), * attended teacher-training...5.3% 27.5% (29) (7) (36) >=9.0 18.3% 54.2% 72.5% (24) (71) (95) Total 40.5% 59.5% 100% (53) (78) (131) ell APPENDIX B 4., ’-o CLASSROOM OBSERVATION SHEET

Don't Erase that Whiteboard! Archiving Student Work on a Photo-Sharing Website

NASA Astrophysics Data System (ADS)

Price, Edward; Tsui, Stephen; Hart, Alicia; Saucedo, Lydia

2011-10-01

Students in physics courses often use whiteboards to brainstorm, solve problems, and present results to the rest of the class, particularly in courses involving collaborative small group work and whole class discussions. The whiteboards contain a valuable record of students' collaborative work. Once a whiteboard is erased, however, its contents are lost and no longer accessible to students, instructors, or researchers and curriculum developers. We solve this problem using wireless-enabled digital cameras to create an archive of students' work on the photo-sharing website Flickr.com. This provides a persistent record of class activities that our students use frequently and find valuable. In this paper, we describe how this works in class and how students use the photos.

Breadboard Amplifier: Building and Using Simple Electrophysiology Equipment

PubMed Central

Crisp, Kevin M.; Lin, Hunter; Prosper, Issa

2016-01-01

Electrophysiology is a valuable skill for the neuroscientist, but the learning curve for students can be steep. Here we describe a very simple electromyography (EMG) amplifier that can be built from scratch by students with no electronics experience in about 30 minutes, making it ideal for incorporating into a laboratory activity. With few parts and no adjustments except the gain, students can begin physiology experiments quickly while having the satisfaction of having built the equipment themselves. Because the output of the circuit goes to a computer sound card, students can listen to electrophysiological activity as they see it on the computer screen, a feature many of our students greatly appreciated. Various applications are discussed, including dual channel recording, using streaming media platforms with remote lab partners and acquiring data in the field on a smart phone. Our students reported that they enjoyed being able to build a working device and using it to record from their own muscles. PMID:27385921

Audit and feedback by medical students to improve the preventive care practices of general practice supervisors.

PubMed

Gilkes, Lucy A; Liira, Helena; Emery, Jon

Medical students benefit from their contact with clinicians and patients in the clinical setting. However, little is known about whether patients and clinicians also benefit from medical students. We developed an audit and feedback intervention activity to be delivered by medical students to their general practice supervisors. We tested whether the repeated cycle of audit had an effect on the preventive care practices of general practitioners (GPs). The students performed an audit on topics of preventive medicine and gave feedback to their supervisors. Each supervisor in the study had more than one student performing the audit over the academic year. After repetitive cycles of audit and feedback, the recording of social history items by GPs improved. For example, recording alcohol history increased from 24% to 36%. This study shows that medical students can be effective auditors, and their repeated audits may improve their general practice supervisors' recording of some aspects of social history.

Optogenetics in the teaching laboratory: using channelrhodopsin-2 to study the neural basis of behavior and synaptic physiology in Drosophila

PubMed Central

Hornstein, Nicholas J.; Land, Bruce L.; Johnson, Bruce R.

2011-01-01

Here we incorporate recent advances in Drosophila neurogenetics and “optogenetics” into neuroscience laboratory exercises. We used the light-activated ion channel channelrhodopsin-2 (ChR2) and tissue-specific genetic expression techniques to study the neural basis of behavior in Drosophila larvae. We designed and implemented exercises using inexpensive, easy-to-use systems for delivering blue light pulses with fine temporal control. Students first examined the behavioral effects of activating glutamatergic neurons in Drosophila larvae and then recorded excitatory junctional potentials (EJPs) mediated by ChR2 activation at the larval neuromuscular junction (NMJ). Comparison of electrically and light-evoked EJPs demonstrates that the amplitudes and time courses of light-evoked EJPs are not significantly different from those generated by electrical nerve stimulation. These exercises introduce students to new genetic technology for remotely manipulating neural activity, and they simplify the process of recording EJPs at the Drosophila larval NMJ. Relatively little research work has been done using ChR2 in Drosophila, so students have opportunities to test novel hypotheses and make tangible contributions to the scientific record. Qualitative and quantitative assessment of student experiences suggest that these exercises help convey principles of synaptic transmission while also promoting integrative and inquiry-based studies of genetics, cellular physiology, and animal behavior. PMID:21386006

Analysis of internet use behaviors among clinical medical students in China

PubMed Central

2014-01-01

Background The availability of internet-based information resources is increasing and the appropriate use of such resources is an important subject for clinical medical students. The aims of this study were to investigate the behaviors of clinical medical students regarding the use of internet-based activities, to analyze the behavior and characteristics of the students’ information demands, and to discuss the behaviors and time preferences related to internet use of students with different levels of education. Methods Librarians obtained real-time feedback from 999 clinical medical students to record online activities. The data was recorded in a standard form and then analyzed statistically. Results There were significant differences in the use of the internet for learning activities among the different groups of clinical medical students (P < 0.0001). Learning accounted for 73.5% of all internet use for doctoral candidates, 47.6% of internet use for master’s candidates, 28.7% of internet use for seven-year undergraduate students, and 14.1% of use for five-year undergraduate students. There was also a significant difference in the proportions of leisure and e-commerce activities among the student groups (P < 0.0001), with five-year students displaying the highest total proportion of these activities (59.4% and 18.8%). Internet use for entertainment activities was the same for all groups of clinical medical students. Time of day of internet use was consistent across all student groups, but internet use differed by day of the week (P < 0.01). There was no difference among the time of day of internet use for learning, leisure and entertainment activities during a single day (P > 0.05), but e-commerce activities varied according to time of day (P < 0.05). Learning and e-commerce activities by clinical medical students did not vary by day of the week (P > 0.05), but the distributions of leisure and entertainment activities were different according to day of the week (P < 0.05). Conclusions A stronger demand for learning is associated with a higher academic level of clinical medical students. Differences exist among student groups regarding internet use behaviors and internet use during different time periods. PMID:24690437

Bio-amplifier with Driven Shield Inputs to Reduce Electrical Noise and its Application to Laboratory Teaching of Electrophysiology

PubMed Central

Matsuzaka, Yoshiya; Ichihara, Toshiaki; Abe, Toshihiko; Mushiake, Hajime

2012-01-01

We describe a custom-designed bio-amplifier and its use in teaching neurophysiology to undergraduate students. The amplifier has the following features: 1) differential amplification with driven shield inputs, which makes it workable even in electrically unshielded environments, 2) high input impedance to allow recordings of small signals through high signal source impedance, 3) dual fixed frequency bandpass filters (1–340Hz for surface EMG, EEG, local field potential etc and 320Hz – 3.4kHz for neuronal action potential recording) and independent gain controllers (up to x107,000) to allow the recording of different signals from the same source (e.g., local field potential and spiking activity of neurons), and 4) printed circuit board technology for easy replication with consistent quality. We compared its performance with a commercial amplifier in an electrically noisy environment. Even without any electrostatic shield, it recorded clear electromyographic activity with little interference from other electric appliances. In contrast, the commercial amplifier’s performance severely deteriorated under the same condition. We used this amplifier to build a computer-controlled stimulation and measurement system for electroencephalographic recordings by undergraduate students. The students successfully recorded various sensory evoked potentials with clarity that otherwise would have required costly instruments. This amplifier is a low-cost yet reliable instrument for electro-physiological recording both in education and research. PMID:23504543

Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

PubMed Central

McIver, Kerry L.; Brown, William H.; Pfeiffer, Karin A.; Dowda, Marsha; Pate, Russell R.

2016-01-01

Purpose This study describes the development and pilot testing of the Observational System for Recording Physical Activity-Elementary School (OSRAC-E) version. Methods This system was developed to observe and document the levels and types of physical activity and physical and social contexts of physical activity in elementary school students during the school day. Inter-observer agreement scores and summary data were calculated. Results All categories had Kappa statistics above 0.80, with the exception of the activity initiator category. Inter-observer agreement scores were 96% or greater. The OSRAC-E was shown to be a reliable observation system that allows researchers to assess physical activity behaviors, the contexts of those behaviors, and the effectiveness of physical activity interventions in the school environment. Conclusion The OSRAC-E can yield data with high interobserver reliability and provide relatively extensive contextual information about physical activity of students in elementary schools. PMID:26889587

Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students.

PubMed

Schmidt, Henk G; Cohen-Schotanus, Janke; Arends, Lidia R

2009-03-01

We aimed to study the effects of active-learning curricula on graduation rates of students and on the length of time needed to graduate. Graduation rates for 10 generations of students enrolling in the eight Dutch medical schools between 1989 and 1998 were analysed. In addition, time needed to graduate was recorded. Three of the eight schools had curricula emphasising active learning, small-group instruction and limited numbers of lectures; the other five had conventional curricula to varying degrees. Overall, the active-learning curricula graduated on average 8% more students per year, and these students graduated on average 5 months earlier than their colleagues from conventional curricula. Four hypotheses potentially explaining the effect of active learning on graduation rate and study duration were considered: (i) active-learning curricula promote the social and academic integration of students; (ii) active-learning curricula attract brighter students; (iii) active-learning curricula retain more poor students, and (iv) the active engagement of students with their study required by active-learning curricula induces better academic performance and, hence, lower dropout rates. The first three hypotheses had to be rejected. It was concluded that the better-learning hypothesis provides the most parsimonious account for the data.

Digital recording as a teaching and learning method in the skills laboratory.

PubMed

Strand, Ingebjørg; Gulbrandsen, Lise; Slettebø, Åshild; Nåden, Dagfinn

2017-09-01

To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. A descriptive and interpretative design was used. First-year bachelor-level students at the department of nursing participated in the study. Data collection was carried out by employing an 'online questionnaire'. The students answered five written, open-ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self-assessment, reflection, sensing, psychomotor performance and discovery learning. Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self-confidence and a feeling of safety in their performances. © 2016 John Wiley & Sons Ltd.

Office Organization and Procedures in the Office--Calendar; Commencement Procedure; Publications; Records; Registration; Reports; Scheduling; Staffing; Testing; Transcripts

ERIC Educational Resources Information Center

College and University, 1977

1977-01-01

Proceedings of AACRAO's 63rd annual meeting cover: calendar conversion; publications economy; class schedules; fraudulent transcripts; student retention; student ID numbers; veteran student reporting; financial aid reporting; faculty activity analyses; time management; registration; and transcript forms for nontraditional programs. (LBH)

Snail Trails

ERIC Educational Resources Information Center

Galus, Pamela

2002-01-01

The slime trails of snails lead the author's students to a better understanding of science as inquiry and the processes of science. During this five-day activity, students get up close and personal with one of her favorite creatures, the land snail. Students begin by observing the organism and recording their observations. After making initial…

Acceptance of Clickers in a Large Multimodal Biochemistry Class as Determined by Student Evaluations of Teaching: Are They Just an Annoying Distraction for Distance Students?

ERIC Educational Resources Information Center

Miles, Nathan. G.; Soares da Costa, Tatiana P.

2016-01-01

A student response system (clickers) was introduced into a second year introductory biochemistry class to improve student engagement and performance. The class was delivered in both internal and distance education (DE) modes, with the DE students receiving recordings of the lectures (including clicker activities). However, there was concern over…

The Radio JOVE Project: Inexpensive Radio Astronomy for the Classroom

NASA Astrophysics Data System (ADS)

Thieman, J. R.; Higgins, C. A.; Pine, W.

2000-12-01

Radio JOVE is an interactive, hands-on educational activity for learning the scientific method through the medium of radio astronomy observations of Jupiter and the sun. Students build a radio telescope from a relatively inexpensive non-profit kit (about \\$125) and use it to record data, analyze the data, and share the results with others. Alternatively, for no cost, the students can record and analyze data from remote radio telescopes connected to the Web. The project is a useful adjunct to activities in optical astronomy since students should recognize that we learn about the Universe through more than just the optical spectrum. In addition to supplementing knowledge of Jupiter and the sun, the project teaches about charged particles and magnetic fields. Building of the kit is also a mini-course in electronics. The Radio JOVE website (http://radiojove.gsfc.nasa.gov) contains science information, instruction manuals, observing guides, software, and education resources for students and teachers.

An Exploration into How Physical Activity Data-Recording Devices Could Be Used in Computer-Supported Data Investigations

ERIC Educational Resources Information Center

Lee, Victor R.; DuMont, Maneksha

2010-01-01

There is a great potential opportunity to use portable physical activity monitoring devices as data collection tools for educational purposes. Using one such device, we designed and implemented a weeklong workshop with high school students to test the utility of such technology. During that intervention, students performed data investigations of…

A Health Probe in College Students Living in Los Angeles and in Taiwan: Dietary Pattern, Physical Activity and Energy Balance

ERIC Educational Resources Information Center

Wang, Li Hui; Yang, Hsin Ling; Chen, Yin Chang; Davis, Rebecca; Schwartz, Miriam E.; Tam, Chick F.

2008-01-01

The objective was to examine differences of dietary pattern, physical activity and energy balance in 240 college students with 137 of them enrolled in California State University, Los Angeles (LA) and the other 93 enrolled in China Medical University in Taichung, Taiwan (TW). A three-day dietary record and a 24-hour physical activity journal were…

Automatic System for Producing and Distributing Lecture Recordings and Livestreams Using Opencast Matterhorn

ERIC Educational Resources Information Center

Jonach, Rafael; Ebner, Martin; Grigoriadis, Ypatios

2015-01-01

Lectures of courses at universities are increasingly being recorded and offered through various distribution channels to support students' learning activities. This research work aims to create an automatic system for producing and distributing high quality lecture recordings. Opencast Matterhorn is an open source platform for automated video…

Electrocardiogram reading: a randomized study comparing 2 e‑learning methods for medical students.

PubMed

Kopeć, Grzegorz; Waligóra, Marcin; Pacia, Michał; Chmielak, Wojciech; Stępień, Agnieszka; Janiec, Sebastian; Magoń, Wojciech; Jonas, Kamil; Podolec, Piotr

2018-02-28

INTRODUCTION    Interpretation of the electrocardiogram (ECG) is an essential skill in most medical specialties; however, the best method of teaching how to read ECGs has not been determined. OBJECTIVES    The aim of the study was to compare the effectiveness of collaborative (C‑eL) and self (S‑eL) e‑learning of ECG reading among medical students. PATIENTS AND METHODS    A total of 60 fifth‑year medical students were randomly assigned to the C‑eL and S‑eL groups. S‑eL students received 15 ECG recordings with a comprehensive description by email (one every 48 hours), while C‑eL students received the same ECG recordings without description. C‑eL students were expected to analyze each ECG together within the subgroups using an internet platform and to submit the interpretation within 48 hours. Afterwards, they received a description of each ECG. C‑eL students' activity was assessed based on the number of words written on the internet platform during discussion. A final test consisted of 10 theoretical questions and 10 ECG recordings. The final score was a sum of points obtained for the interpretation of ECG recordings. The main endpoint of the study was the number of students whose final score was 56% or higher. RESULTS    The final test was completed by 53 students (88.3%). The main endpoint was achieved in 20 C‑eL students (77%) and in 13 S‑eL students (48.1%), P = 0.03. The final score was 6.4 (interquartile range [IQR], 5.8-7.6) in the C‑eL group and 5.6 (IQR, 4.2-7.2) in the S‑eL group, P = 0.04. It correlated with the results of the theoretical test and students' activity during C‑eL (r = 0.42, P = 0.002 and r = 0.4, P = 0.04, respectively). CONCLUSIONS    C‑eL of ECG reading among fifth‑year medical students is superior to S‑eL.

Space Science in Action: Earth's Atmosphere [Videotape].

ERIC Educational Resources Information Center

1999

In this videotape recording, students learn about the layers of the atmosphere and why each is important to the survival of life on the planet. Students discover why the atmosphere is responsible for weather and see how special aircraft actually fly into hurricanes. Students build their own working barometer in a hands-on activity. Contents…

Initial Perceptions of Open Higher Education Students with Learner Management Systems

ERIC Educational Resources Information Center

Altunoglu, Asu

2017-01-01

Learner management systems (LMS) are used in open education as a means of managing and recording e-learning facilities as well as improving student engagement. Students benefit from them to become active participants in the decision-making process of their own learning. This study aims to investigate the initial perceptions of students…

Improving Wellness on Campus: Service Learning in a Human Nutrition Class

ERIC Educational Resources Information Center

Wood, Bonnie

2003-01-01

In a human nutrition class, students are paired with university faculty or staff volunteer participants. Students teach their service learning partners how to record their food consumption and physical activity during a typical 7-day period. Using these data, students complete nutritional assessments of their partners. (Contains 2 figures.)

Beginning Inference in Fourth Grade: Exploring Variation in Measurement

ERIC Educational Resources Information Center

English, Lyn; Watson, Jane

2013-01-01

This paper addresses one of the foundational components of beginning interference, namely variation, with 5 classes of Year 4 students undertaking a measurement activity using scaled instruments in two contexts: all students measuring one person's arm span and recording the values obtained, and each student having his/her own arm span measured and…

Mining Learning Behavioral Patterns of Students by Sequence Analysis in Cloud Classroom

ERIC Educational Resources Information Center

Liu, Sanya; Hu, Zhenfan; Peng, Xian; Liu, Zhi; Cheng, H. N. H.; Sun, Jianwen

2017-01-01

In a MOOC environment, each student's interaction with the course content is a crucial clue for learning analytics, which offers an opportunity to record learner activity of unprecedented scale. In online learning, the educators and the administrators need to get informed with students' learning states since the performance of unsupervised…

Decision Making in a Nuclear Age.

ERIC Educational Resources Information Center

Austill, Chris, Ed.

These activities help high school students develop an understanding of nuclear weapons within the context of human beings making choices. Students learn to evaluate information and to identify the political stand or bias in what they hear and read. To record their own growth and change, students are encouraged to keep a journal. Teachers can…

Teaching the Assessment of Normality Using Large Easily-Generated Real Data Sets

ERIC Educational Resources Information Center

Kulp, Christopher W.; Sprechini, Gene D.

2016-01-01

A classroom activity is presented, which can be used in teaching students statistics with an easily generated, large, real world data set. The activity consists of analyzing a video recording of an object. The colour data of the recorded object can then be used as a data set to explore variation in the data using graphs including histograms,…

Building Model NASA Satellites: Elementary Students Studying Science Using a NASA-Themed Transmedia Book Featuring Digital Fabrication Activities

ERIC Educational Resources Information Center

Tillman, Daniel; An, Song; Boren, Rachel; Slykhuis, David

2014-01-01

This study assessed the impact of nine lessons incorporating a NASA-themed transmedia book featuring digital fabrication activities on 5th-grade students (n = 29) recognized as advanced in mathematics based on their academic record. Data collected included a pretest and posttest of science content questions taken from released Virginia Standards…

Diet and Physical Activity Intervention Strategies for College Students

PubMed Central

Martinez, Yannica Theda S.; Harmon, Brook E.; Bantum, Erin O.; Strayhorn, Shaila

2016-01-01

Objectives To understand perceived barriers of a diverse sample of college students and their suggestions for interventions aimed at healthy eating, cooking, and physical activity. Methods Forty students (33% Asian American, 30% mixed ethnicity) were recruited. Six focus groups were audio-recorded, transcribed, and coded. Coding began with a priori codes, but allowed for additional codes to emerge. Analysis of questionnaires on participants’ dietary and physical activity practices and behaviors provided context for qualitative findings. Results Barriers included time, cost, facility quality, and intimidation. Tailoring towards a college student’s lifestyle, inclusion of hands-on skill building, and online support and resources were suggested strategies. Conclusions Findings provide direction for diet and physical activity interventions and policies aimed at college students. PMID:28480225

Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study

NASA Astrophysics Data System (ADS)

van Niel, John J.

Many non-traditional students are currently underperforming in college and yet may have untapped knowledge and skills that could support their academic success if appropriately utilized. Previous practices that students experience as a part of their lives are what Gonzales and other researchers call "funds of knowledge" (FOK). There is ample evidence to show that utilization of students' FOK in K-12 instructional contexts can be beneficial. In contrast, little formal FOK research has been done with higher education students. To address this gap, this study explores how environmental college courses could be designed so as to better elicit and capitalize on students' FOK, with the ultimate goal of increasing student engagement and learning. More specifically, using an action research paradigm, I designed, implemented and studied an intervention in two sections of the required environmental science course I taught in Fall 2009 at the community college where I am employed. The intervention consisted of two phases: (1) eliciting FOK from the students enrolled in one section of the course through a draft survey, and (2) refining that survey tool in order to better elicit FOK, development of other methods of elicitation of FOK and activating (or incorporating) the FOK thus identified as relevant to enhance the learning experience of the students in both sections of the course. The designs of the intervention as well as data collection and analysis were informed by the following research questions: Q1. What are effective strategies for eliciting FOK that may be generalized to the practices of other college instructors? Q2. What relevant FOK do students bring to this class? Q3. What were instances where FOK were activated in the course? Q4. What are effective strategies for activating FOK that may be generalized to the practices of other college instructors? Q5. What evidence was there that students took up new practices due to the intervention? Data were collected from a variety of sources including an audio recorded small-group session where FOK were elicited, surveys compiled by all students to point to potentially relevant life experiences and practices, audio recorded classroom lessons where FOK were utilized, audio recorded final class reflections on the experience, and my own teacher log. Data were qualitatively analyzed first to identify the range and frequency of students' relevant FOK, then to identify and characterize effective activation of these funds in a classroom setting. Findings highlight the breadth of relevant FOK present in a given class as well as strategies shown to be effective for both elicitation and activation of these funds. Implications are drawn for future research into FOK as well as for other instructors wishing to explicitly draw on students' FOK to enrich their learning experiences.

A Two-Generation Study of Body Mass Index, Energy Balance and Specific Physical Activity of College Students and Their Respective Parents Living in the Same Household at Los Angeles, California, U.S.A.

ERIC Educational Resources Information Center

Liang, Ying; Lee, Judy; Tam, Chick F.; Bridges, Elizabeth; Keating, Xiaofen D.

2007-01-01

The purpose was to compare the differences in body mass index (BMI), energy balance (EB) and specific physical activity (SPA) between 30 CSULA college students (Y) and their respective parents (O) living in the same household at Los Angeles, California, U.S.A. Each student completed a 24-hour dietary record with SPA journal, and the same for…

Influencing attitudes toward science through field experiences in biology

NASA Astrophysics Data System (ADS)

Carpenter, Deborah Mcintyre

The purpose of this study was to determine how student attitudes toward science are influenced by field experiences in undergraduate biology courses. The study was conducted using two institutions of higher education including a 2-year lower-level and a 2-year upper-level institution. Data were collected through interviews with student participants, focus group discussions, students' journal entries, and field notes recorded by the researcher during the field activities. Photographs and video recordings were also used as documentation sources. Data were collected over a period of 34 weeks. Themes that emerged from the qualitative data included students' beliefs that field experiences (a) positively influence student motivation to learn, (b) increase student ability to learn the concepts being taught, and (c) provide opportunities for building relationships and for personal growth. The findings of the study reinforce the importance of offering field-study programs at the undergraduate level to allow undergraduate students the opportunity to experience science activities in a field setting. The research study was framed by the behavioral and developmental theories of attitude and experience including the Theory of Planned Behavior (Ajzen, 1991) and the Theory of Experiential Learning (Kolb, 1984).

Medical Record Clerk Training Program, Course of Study; Student Manual: For Medical Record Personnel in Small Rural Hospitals in Colorado.

ERIC Educational Resources Information Center

Community Health Service (DHEW/PHS), Arlington, VA. Div. of Health Resources.

The manual provides major topics, objectives, activities and, procedures, references and materials, and assignments for the training program. The topics covered are hospital organization and community role, organization and management of a medical records department, international classification of diseases and operations, medical terminology,…

Mathematical Thinking Process of Autistic Students in Terms of Representational Gesture

ERIC Educational Resources Information Center

Mustafa, Sriyanti; Nusantara, Toto; Subanji; Irawati, Santi

2016-01-01

The aim of this study is to describe the mathematical thinking process of autistic students in terms of gesture, using a qualitative approach. Data collecting is conducted by using 3 (three) audio-visual cameras. During the learning process, both teacher and students' activity are recorded using handy cam and digital camera (full HD capacity).…

Inventory America: Residential Buildings. Student Workbook, Pilot Edition; Teacher & Project Supervisor Manual, Pilot Edition.

ERIC Educational Resources Information Center

Haupt, Richard; Pomeroy, Robert W., Ed.

Designed as a special studies unit for secondary school students or for adult volunteers, this student workbook and teacher's guide explains how to produce an accurate record of memorable neighborhood houses. The activities in the workbook include observation and information gathering. The workbook sections describe various steps in the process…

Post-Graduation Economic Status of Master's Degree Recipients: A Study of Earnings and Student Debt

ERIC Educational Resources Information Center

Donhardt, Gary L.

2004-01-01

This study examined the employment activity of master's graduates and the student debt they carry into the workplace over the early years following graduation. State unemployment insurance records were merged with student data files to determine the relationship between academic achievement, financial success, and debt burden of these graduates.…

The Teaching and the Learning Brain: A Cortical Hemodynamic Marker of Teacher-Student Interactions in the Socratic Dialog

ERIC Educational Resources Information Center

Holper, Lisa; Goldin, Andrea P.; Shalom, Diego E.; Battro, Antonio M.; Wolf, Martin; Sigman, Mariano

2013-01-01

The study aimed to step into two-person (teacher-student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher-student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in…

Technology and Teaching: Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes

ERIC Educational Resources Information Center

Poirier, Christopher R.; Feldman, Robert S.

2007-01-01

Individual response technology (IRT), in which students use wireless handsets to communicate real-time responses, permits the recording and display of aggregated student responses during class. In comparison to a traditional class that did not employ IRT, students using IRT performed better on exams and held positive attitudes toward the…

Interest, Enjoyment and Pride after Failure Experiences? Predictors of Students' State-Emotions after Success and Failure during Learning in Mathematics

ERIC Educational Resources Information Center

Tulis, Maria; Ainley, Mary

2011-01-01

The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students' task-related emotional responses were recorded following experiences of success and failure while working with an…

Show Me Your Menu.

ERIC Educational Resources Information Center

Allen, Barbara

2000-01-01

Describes the importance of eating properly. Presents two middle school level activities: the first activity has students record what they eat for nine days; the second activity includes listing the foods according to the food pyramid and discussing their decisions. Recommends three Web sites. (YDS)

Student perspectives on using egocentric video recorded by smart glasses to assess communicative and clinical skills with standardised patients.

PubMed

Zahl, D A; Schrader, S M; Edwards, P C

2018-05-01

This exploratory study evaluated student perceptions of their ability to self- and peer assess (i) interpersonal communication skills and (ii) clinical procedures (a head and neck examination) during standardised patient (SP) interactions recorded by Google Glass compared to a static camera. Students compared the Google Glass and static camera recordings using an instrument consisting of 20 Likert-type items and four open- and closed-text items. The Likert-type items asked students to rate how effectively they could assess specific aspects of interpersonal communication and a head and neck examination in these two different types of recordings. The interpersonal communication items included verbal, paraverbal and non-verbal subscales. The open- and closed-text items asked students to report on more globally the differences between the two types of recordings. Descriptive and inferential statistical analyses were conducted for all survey items. An inductive thematic analysis was conducted to determine qualitative emergent themes from the open-text questions. Students found the Glass videos more effective for assessing verbal (t 22 = 2.091, P = 0.048) and paraverbal communication skills (t 22 = 3.304, P = 0.003), whilst they reported that the static camera video was more effective for assessing non-verbal communication skills (t 22 = -2.132, P = 0.044). Four principle themes emerged from the students' open-text responses comparing Glass to static camera recordings for self- and peer assessment: (1) first-person perspective, (2) assessment of non-verbal communication, (3) audiovisual experience and (4) student operation of Glass. Our findings suggest that students perceive that Google Glass is a valuable tool for facilitating self- and peer assessment of SP examinations because of students' perceived ability to emphasise and illustrate communicative and clinical activities from a first-person perspective. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A Report on Nursing Information During Volunteer Activities Conducted by Nursing Faculty Members and Students After the Great East Japan Earthquake.

PubMed

Tomizawa, Yayoi; Ichinose, Makino; Onogi, Hiroshi; Suzuki, Chiaki; Nakamura, Reiko; Misawa, Sumi

2016-01-01

A survey was conducted about nursing information in volunteer activities of nursing faculty members and students after the Great East Japan Earthquake. Results indicated that it was important to attempt collecting information in every possible way and to always be prepared. During activities, it is important to record information, to share information with individuals other than nursing professionals and to make good use of it.

Speed-Discussion: Engaging Students in Class Discussions

ERIC Educational Resources Information Center

Kornfield, Sarah; Noack, Kristen

2017-01-01

Courses: Communication Criticism, Rhetorical Criticism, Family and Communication, Gender and Communication, Popular Communication, and theory-based courses. Objectives: This activity engages students in dynamic, supportive, social discussion groups; helps them to identify and review the central ideas from the reading; and creates a record of their…

Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

NASA Astrophysics Data System (ADS)

Lidar, Malena; Lundqvist, Eva; Östman, Leif

2006-01-01

The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

An Elective Course on Antimicrobial Stewardship.

PubMed

Gauthier, Timothy P; Sherman, Elizabeth M; Unger, Nathan R

2015-12-25

To implement an antimicrobial stewardship (AS) elective course for second-year and third-year pharmacy students and to assess its impact on students' perceptions regarding the application of AS principles. A 2-credit elective course focusing on principles of AS incorporated prelecture didactic recordings with primary literature and guideline-based reading assignments, in-class active-learning group work and student-led presentations, and student-generated examination items. Perceptions were assessed by precourse and postcourse survey items. Graded course assessments included completion of preclass assignments (readings, prerecorded lecture and writing assessment items), in-class active participation and group presentations, a midpoint examination, and a final examination. An AS-themed elective course in a doctor of pharmacy curriculum incorporating preclass, self-directed learning and in-class group-based active-learning strategies positively impacted students' perceived understanding of AS strategies.

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment

ERIC Educational Resources Information Center

Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.

2018-01-01

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…

The Relationship between Smartphone Use and Academic Performance: A Case of Students in A Malaysian Tertiary Institution

ERIC Educational Resources Information Center

Ng, Siew Foen; Hassan, Nor Syamimi Illiani Che; Nor, Nor Hairunnisa Mohammad; Malek, Nur Ain Abdul

2017-01-01

This study examined the extent to which students in one Malaysian university use smartphones to support their school-related learning and how these activities relate to CGPA. For seven consecutive days, 176 students from three academic programs recorded their daily smartphone use for learning. Significant differences were found in uses of…

Exploring Connections Between Earth Science and Biology - Interdisciplinary Science Activities for Schools

NASA Astrophysics Data System (ADS)

Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.

2009-05-01

To increase teaching of Earth science in schools, and to reflect the interdisciplinary nature and interrelatedness of science disciplines in today's world, we are exploring opportunities for linking Earth science and Biology through engaging and innovative hands-on science activities for the classroom. Through the NSERC-funded Pacific CRYSTAL project based at the University of Victoria, scientists, science educators, and teachers at all levels in the school system are collaborating to research ways of enriching the preparation of students in math and science, and improving the quality of science education from Kindergarten to Grade 12. Our primary foci are building authentic, engaging science experiences for students, and fostering teacher leadership through teacher professional development and training. Interdisciplinary science activities represent an important way of making student science experiences real, engaging and relevant, and provide opportunities to highlight Earth science related topics within other disciplines, and to expand the Earth science taught in schools. The Earth science and Biology interdisciplinary project builds on results and experiences of existing Earth science education activities, and the Seaquaria project. We are developing curriculum-linked activities and resource materials, and hosting teacher workshops, around two initial areas; soils, and marine life and the fossil record. An example activity for the latter is the hands-on examination of organisms occupying the nearshore marine environment using a saltwater aquarium and touch tank or beach fieldtrip, and relating this to a suite of marine fossils to facilitate student thinking about representation of life in the fossil record e.g. which life forms are typically preserved, and how are they preserved? Literacy activities such as fossil obituaries encourage exploration of paleoenvironments and life habits of fossil organisms. Activities and resources are being tested with teachers and student teachers through workshops, at teacher conferences, and participating Faculties of Education.

Cattails or Concrete?

ERIC Educational Resources Information Center

Heal, Fred A.; And Others

Developed for elementary science studies, this unit on man and environment requires student involvement in discovery, observation, gathering and recording data, and problem solving. A series of 19 booklets, each designed as an activity which can be completed out-of-doors, comprise this student packet of materials. Topics studied in the activities…

"Nobody's Rich and Nobody's Poor … It Sounds Good, but It's Actually Not": Affluent Students Learning Mathematics and Social Justice

ERIC Educational Resources Information Center

Esmonde, Indigo

2014-01-01

This article investigates how affluent students made sense of social justice issues that were embedded in mathematics learning activities. I present 2 case studies of such activities at the intermediate and secondary levels in 2 different schools. The analysis draws on video records and classroom artifacts and applies the theoretical framework of…

A student-centred electronic health record system for clinical education.

PubMed

Elliott, Kristine; Judd, Terry; McColl, Geoff

2011-01-01

Electronic Health Record (EHR) systems are an increasingly important feature of the national healthcare system [1]. However, little research has investigated the impact this will have on medical students' learning. As part of an innovative technology platform for a new masters level program in medicine, we are developing a student-centred EHR system for clinical education. A prototype was trialed with medical students over several weeks during 2010. This paper reports on the findings of the trial, which had the overall aim of assisting our understanding of how trainee doctors might use an EHR system for learning and communication in a clinical setting. In primary care and hospital settings, EHR systems offer potential benefits to medical students' learning: Longitudinal tracking of clinical progress towards established learning objectives [2]; Capacity to search across a substantial body of records [3]; Integration with online medical databases [3]; Development of expertise in creating, accessing and managing high quality EHRs [4]. While concerns have been raised that EHR systems may alter the interaction between teachers and students [3], and may negatively influence physician-patient communication [6], there is general consensus that the EHR is changing the current practice environment and teaching practice needs to respond. Final year medical students on clinical placement at a large university teaching hospital were recruited for the trial. Following a four-week period of use, semi-structured interviews were conducted with 10 participants. Audio-recorded interviews were transcribed and data analysed for emerging themes. Study participants were also surveyed about the importance of EHR systems in general, their familiarity with them, and general perceptions of sharing patient records. Medical students in this pilot study identified a number of educational, practical and administrative advantages that the student-centred EHR system offered over their existing ad-hoc procedures for recording patient encounters. Findings from this preliminary study point to the need to introduce and instruct students' on the use of EHR systems from their earliest clinical encounters, and to closely integrate learning activities based on the EHR system with established learning objectives. Further research is required to evaluate the impact of student-centred EHR systems on learning outcomes.

Acid Rain. Teacher's Guide. LHS GEMS.

ERIC Educational Resources Information Center

Hocking, Colin; Barber, Jacqueline; Coonrod, Jan

This teacher's guide presents a unit on acid rain and introduces hands-on activities for sixth through eighth grade students. In each unit, students act as real scientists and gather evidence by using science process skills such as observing, measuring and recording data, classifying, role playing, problem solving, critical thinking, synthesizing…

75 FR 74082 - Agency Information Collection Activities; Submission for OMB Review; Comment Request; Job Corps...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-30

... obtain information about student training for placement of students in jobs, further education or... for OMB Review; Comment Request; Job Corps Placement and Assistance Record ACTION: Notice. SUMMARY: The Department of Labor (DOL) hereby announces the submission of the Employment and Training...

Can Flipping the Classroom Work? Evidence from Undergraduate Chemistry

ERIC Educational Resources Information Center

Casasola, Timothy; Nguyen, Tutrang; Warschauer, Mark; Schenke, Katerina

2017-01-01

Our study describes student outcomes from an undergraduate chemistry course that implemented a flipped format: a pedagogical model that consists of students watching recorded video lectures outside of the classroom and engaging in problem solving activities during class. We investigated whether (1) interest, study skills, and attendance as…

Empowering Students in Science through Active Learning: Voices From Inside the Classroom

NASA Astrophysics Data System (ADS)

Erickson, Sabrina Ann

Preparing students for success in the 21st century has shifted the focus of science education from acquiring information and knowledge to mastery of critical thinking and problem-solving skills. The purpose of this qualitative case study was to examine teacher and student perspectives of the relationship between (a) active learning, problem solving, and achievement in science and (b) the conditions that help facilitate this environment. Adapting a social constructivist theoretical framework, high school science teachers and students were interviewed, school records analyzed, curriculum documents studied, and classes observed. The findings revealed that students were engaged with the material in an active learning environment, which led to a sense of involvement, interest, and meaningful learning. Students felt empowered to take ownership of their learning, developed the critical thinking skills necessary to solve problems independently and became aware of how they learn best, which students reported as interactive learning. Moreover, student reflections revealed that an active environment contributed to deeper understanding and higher skills through interaction and discussion, including questioning, explaining, arguing, and contemplating scientific concepts with their peers. Recommendations are for science teachers to provide opportunities for students to work actively, collaborate in groups, and discuss their ideas to develop the necessary skills for achievement and for administrators to facilitate the conditions needed for active learning to occur.

The Implications of Virtual World Technology for K-12 Students in a Foreign Language Course of Study

ERIC Educational Resources Information Center

Parrott, David L.

2014-01-01

The use of virtual world technology for language instruction is a recent development in education. The goal of this study was to provide a functioning 3D environment for German language students to experience as avatars. The student's impressions, attitudes, and perceptions of this learning activity would be recorded and analyzed to see if this…

Personal health records in the preclinical medical curriculum: modeling student responses in a simple educational environment utilizing Google Health

PubMed Central

2012-01-01

Background Various problems concerning the introduction of personal health records in everyday healthcare practice are reported to be associated with physicians’ unfamiliarity with systematic means of electronically collecting health information about their patients (e.g. electronic health records - EHRs). Such barriers may further prevent the role physicians have in their patient encounters and the influence they can have in accelerating and diffusing personal health records (PHRs) to the patient community. One way to address these problems is through medical education on PHRs in the context of EHR activities within the undergraduate medical curriculum and the medical informatics courses in specific. In this paper, the development of an educational PHR activity based on Google Health is reported. Moreover, student responses on PHR’s use and utility are collected and presented. The collected responses are then modelled to relate the satisfaction level of students in such a setting to the estimation about their attitude towards PHRs in the future. Methods The study was conducted by designing an educational scenario about PHRs, which consisted of student instruction on Google Health as a model PHR and followed the guidelines of a protocol that was constructed for this purpose. This scenario was applied to a sample of 338 first-year undergraduate medical students. A questionnaire was distributed to each one of them in order to obtain Likert-like scale data on the sample’s response with respect to the PHR that was used; the data were then further analysed descriptively and in terms of a regression analysis to model hypothesised correlations. Results Students displayed, in general, satisfaction about the core PHR functions they used and they were optimistic about using them in the future, as they evaluated quite high up the level of their utility. The aspect they valued most in the PHR was its main role as a record-keeping tool, while their main concern was related to the negative effect their own opinion might have on the use of PHRs by patients. Finally, the estimate of their future attitudes towards PHR integration was found positively dependent of the level of PHR satisfaction that they gained through their experience (rho = 0.524, p <0.001). Conclusions The results indicate that students support PHRs as medical record keeping helpers and perceive them as beneficial to healthcare. They also underline the importance of achieving good educational experiences in improving PHR perspectives inside such educational activities. Further research is obviously needed to establish the relative long-term effect of education to other methods of exposing future physicians to PHRs. PMID:23009713

Sleep disorder risk factors among student athletes.

PubMed

Monma, Takafumi; Ando, Akira; Asanuma, Tohru; Yoshitake, Yutaka; Yoshida, Goichiro; Miyazawa, Taiki; Ebine, Naoyuki; Takeda, Satoko; Omi, Naomi; Satoh, Makoto; Tokuyama, Kumpei; Takeda, Fumi

2018-04-01

To clarify sleep disorder risk factors among student athletes, this study examined the relationship between lifestyle habits, competition activities, psychological distress, and sleep disorders. Student athletes (N = 906; male: 70.1%; average age: 19.1 ± 0.8 years) in five university sports departments from four Japanese regions were targeted for analysis. Survey items were attributes (age, gender, and body mass index), sleep disorders (recorded through the Pittsburgh Sleep Quality Index), lifestyle habits (bedtime, wake-up time, smoking, drinking alcohol, meals, part-time jobs, and use of electronics after lights out), competition activities (activity contents and competition stressors), and psychological distress (recorded through the K6 scale). The relation between lifestyle habits, competition activities, psychological distress, and sleep disorders was explored using logistic regression analysis. Results of multivariate logistic regression analysis with attributes as adjustment variables showed that "bedtime," "wake-up time," "psychological distress," "part-time jobs," "smartphone/cellphone use after lights out," "morning practices," and "motivation loss stressors," were risk factors that were independently related to sleep disorders. Sleep disorders among student athletes are related to lifestyle habits such as late bedtime, early wake-up time, late night part-time jobs, and use of smartphones/cellphones after lights out; psychological distress; and competition activities such as morning practices and motivation loss stressors related to competition. Therefore, this study suggests the importance of improving these lifestyle habits, mental health, and competition activities. Copyright © 2017 Elsevier B.V. All rights reserved.

The association between upper trapezius activity and thorax movement in classical singing.

PubMed

Pettersen, V; Westgaard, R H

2004-12-01

This study aimed to examine in classical singing the phasing of the activity in upper trapezius (TR) to upper and lower thorax movement and to the phasing of activity in the intercostals (INT) and in the lateral abdominal (OBL) muscles. Electromyographic (EMG) activity was recorded from the TR, INT, and OBL muscles on the right side. Thorax movement (TX) was traced with two strain gauge sensors placed around the upper and lower thorax. Four professional opera singers (soprano, mezzo, tenor, and baritone) and four advanced student classical singers (three sopranos and one mezzo) participated. Three of the professional singers were 33 years, and one was 40 years. The students were between 23 and 30 years. Different arias, freely chosen by the singers from their professional repertoire, served as the singing task for the opera singers. All students sang "Summertime" from Porgy and Bess. All subjects performed their task three times with variation in vocal loudness (normal, forte, piano). Thereafter, for all subjects, a biofeedback (BF) procedure was performed on TR to lower TR activity and a repeat performance of the singing tasks was carried out. EMG activity from the three recording sites and upper and lower TX circumference were compared before and after BF. A phasing of upper TR activity to INT and OBL activity was discovered, all muscles supporting the expiration phase. During phonation, the upper TR contributes in the compression of upper TX, thus serving as an accessory muscle of expiration. Group results from both opera singers and student singers showed that EMG activity was significantly lowered after BF. The lowered TR activity resulted in an expanded upper TX circumference and less TX respiratory movement after BF.

Political activism and mental health among Black and Latinx college students.

PubMed

Hope, Elan C; Velez, Gabriel; Offidani-Bertrand, Carly; Keels, Micere; Durkee, Myles I

2018-01-01

The current study investigates the utility of political activism as a protective factor against experiences of racial/ethnic (R/E) discrimination that negatively affect stress, anxiety, and depressive symptoms among Black and Latinx college freshmen at predominately White institutions. Data come from the Minority College Cohort Study, a longitudinal investigation of Black and Latinx college students (N = 504; 44% Black). We conducted multiple regression analyses for each mental health indicator and tested for interaction effects. For Black and Latinx students, the relationship between R/E microaggressions and end of freshman year stress varied by political activism. For Black students, the relationship between R/E microaggressions and end of the year anxiety varied by political activism. There was a significant interaction effect for depressive symptoms among Latinx students. Political activism serves as a protective factor to mitigate the negative effect of R/E discrimination on stress and depressive symptoms for Latinx students. For Black students, higher levels of political activism may exacerbate experiences of R/E microaggressions and relate to more stress and anxiety compared with Black students who are less politically involved. Findings point to the need for a deeper understanding of phenomenological variation in experiences of microaggressions among R/E minorities and how students leverage political activism as an adaptive coping strategy to mitigate race-related stress during college. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A Simulated Hospital Pharmacy Module Using an Electronic Medical Record in a Pharmaceutical Care Skills Laboratory Course

PubMed Central

DiVall, Margarita V.; Guerra, Christina; Brown, Todd

2013-01-01

Objectives. To implement and evaluate the effects of a simulated hospital pharmacy module using an electronic medical record on student confidence and abilities to perform hospital pharmacist duties. Design. A module was developed that simulated typical hospital pharmacist tasks. Learning activities were modified based upon student feedback and instructor assessment. Assessments. Ninety-seven percent of respondents reported full-time hospital internship experience and 72% had electronic medical record experience prior to completing the module. Mean scores on confidence with performing typical hospital pharmacist tasks significantly increased from the pre-module survey to the post-module survey from 1.5-2.9 (low comfort/confidence) to 2.0-3.4 (moderate comfort/confidence). Course assessments confirmed student achievement of covered competencies. Conclusions. A simulated hospital pharmacy module improved pharmacy students’ hospital practice skills and their perceived comfort and confidence in completing the typical duties of a hospital pharmacist. PMID:23610480

A Record of Climate Change

ERIC Educational Resources Information Center

Smith, Zach

2007-01-01

The hydrologic cycle is a very basic scientific principle. In this article, background information is presented on how the hydrologic cycle provides scientists with clues to understanding the history of Earth's climate. Also detailed is a web-based activity that allows students to learn about how scientists are able to piece together a record of…

Analysis of Farm Records. Teacher Edition. Farm Business Management Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This curriculum guide for the Oklahoma Farm Business Management Program contains three instructional units that teach students how to interpret farm records to get optimum use of facilities and maximize profits. Each unit of instruction includes some or all of these components: performance objectives, suggested activities for the instructor,…

The New Youth Entrepreneur: Records and Books. Did You Make Any Money? Module 9.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the ninth module, and introduces students to recordkeeping and bookkeeping strategies essential for…

Developing an Approach for Teaching and Learning about Lewis Structures

ERIC Educational Resources Information Center

Kaufmann, Ilana; Hamza, Karim M.; Rundgren, Carl-Johan; Eriksson, Lars

2017-01-01

This study explores first-year university students' reasoning as they learn to draw Lewis structures. We also present a theoretical account of the formal procedure commonly taught for drawing these structures. Students' discussions during problem-solving activities were video recorded and detailed analyses of the discussions were made through the…

The Effects of Guided Video Analysis on Teacher Candidates' Reflective Ability and Instructional Skills

ERIC Educational Resources Information Center

Nagro, Sarah A.; deBettencourt, Laurie U.; Rosenberg, Michael S.; Carran, Deborah T.; Weiss, Margaret P.

2017-01-01

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching…

A Missing Link To Understanding Evolution.

ERIC Educational Resources Information Center

Chandler, Pauline

1997-01-01

Describes an activity in which students assume the roles of scientists living in the year 2,001,997 and make their own fossil record discoveries of animals that have undergone evolutionary changes since 1997. Students choose the animals as well as create the adaptations that have taken place. Includes a sample scoring rubric. (DKM)

Characteristics of Abductive Inquiry in Earth and Space Science: An Undergraduate Teacher Prospective Case Study

NASA Astrophysics Data System (ADS)

Ramalis, T. R.; Liliasari; Herdiwidjaya, D.

2016-08-01

The purpose this case study was to describe characteristic features learning activities in the domain of earth and space science. Context of this study is earth and space learning activities on three groups of student teachers prospective, respectively on the subject of the shape and size of Earth, land and sea breeze, and moon's orbit. The analysis is conducted qualitatively from activity data and analyze students doing project work, student worksheets, group project report documents, note and audio recordings of discussion. Research findings identified the type of abduction: theoretical models abduction, factual abduction, and law abduction during the learning process. Implications for science inquiry learning as well as relevant research were suggested.

Probing below the Surface of Mars. ITEA/NASA-JPL Learning Activity.

ERIC Educational Resources Information Center

Urquhart, Mary; Urquhart, Sally

2000-01-01

This activity, developed by NASA's Jet Propulsion Laboratory, involves students in recording and graphing temperature data to learn about NASA's Mars Microprobe Mission, Deep Space 2, and how the properties of a material affect the transfer of heat. (Author/JOW)

Preservation and Conservation in the School Library.

ERIC Educational Resources Information Center

Sedinger, Theresa

1992-01-01

Discusses the necessity of preservation and conservation activities in school libraries to save materials such as school newspapers, programs of events, censorship records, board activities, yearbooks, and student projects. Topics discussed include brittle, deteriorating paper; monitoring the physical environment, including heat, light, humidity,…

Acceptance of clickers in a large multimodal biochemistry class as determined by student evaluations of teaching: Are they just an annoying distraction for distance students?

PubMed

Miles, Nathan G; Soares da Costa, Tatiana P

2016-01-01

A student response system (clickers) was introduced into a second year introductory biochemistry class to improve student engagement and performance. The class was delivered in both internal and distance education (DE) modes, with the DE students receiving recordings of the lectures (including clicker activities). However, there was concern over the use of clickers in internal classes as it may be alienating or distracting to DE students while reviewing the recordings of these lectures. In order to examine students' attitudes toward clickers, closed- and open-ended questions were examined in the student evaluations of teaching (SET). Understanding attitudes of internal and DE students is especially important as differences may exist between these groups due to the different learning environments they experience. Approximately 45% of students completed the surveys, of which 88%-91% provided written comments. Of the written comments, 18% of DE students and 22% of internal students provided unsolicited comments about clickers. Interestingly, no difference was observed in the themes identified in the comments between cohorts. The key themes included 1) clickers were beneficial for learning (and increased knowledge), 2) clickers were engaging/fun, and 3) clickers could have been used more widely. Overall, based on this study, it was believed that clicker usage was not seen as negative activity by DE students and it was worth continuing to use clickers in teaching the large multimodal class studied here. However, there is a need to investigate the potential of new and emerging technologies to provide more interactive experiences for DE students. © 2015 The International Union of Biochemistry and Molecular Biology.

Interactive Learning and "Clickers"

NASA Astrophysics Data System (ADS)

Rudolph, Alexander

2006-12-01

A growing body of evidence demonstrates that student understanding and retention of key concepts in science can be dramatically improved by using “Interactive Learning” techniques. Interactive learning is a way to get students more actively involved in their own learning than by simple lecture alone. I will focus on one type of interactive learning activity, known as “Think-Pair-Share”. After a brief (10-20 minute) lecture on a topic, students are asked a conceptually challenging multiple-choice question. After they answer, if there is sufficient disagreement, the students discuss the question in small groups after which they answer the same question again. Frequently, the percentage of correct answers goes up, indicating that the active role of speaking and listening, together with peer instruction, has helped students better grasp the concept being tested. If disagreement persists, or if students continue to have questions, a short, class-wide discussion can be held. Clickers provide an excellent means to collect students’ answers to “Think-Pair-Share” questions in real time. Although clickers are not essential, they do provide some advantages over alternatives such as flash cards: answers are completely anonymous (though you as instructor can record individual responses); you can display a histogram of results immediately, either before or after group discussion, providing immediate feedback; by recording the results, you can give students credit for their participation in class. In this talk, I will model “Think-Pair-Share” with the audience using clickers, show results from my classes before and after group discussions, share results of a student survey on “Think-Pair-Share” and clickers, describe other uses of clickers (e.g., taking attendance, surveys, test administration) and highlight some of the pros and cons of clickers v. flashcards.

Activity: Computer Talk.

ERIC Educational Resources Information Center

Clearing: Nature and Learning in the Pacific Northwest, 1985

1985-01-01

Presents an activity in which students create a computer program capable of recording and projecting paper use at school. Includes instructional strategies and background information such as requirements for pounds of paper/tree, energy needs, water consumption, and paper value at the recycling center. A sample program is included. (DH)

Recording and podcasting of lectures for students of medical school.

PubMed

Brunet, Pierre; Cuggia, Marc; Le Beux, Pierre

2011-01-01

Information and communication technology (ICT) becomes an important way for the knowledge transmission, especially in the field of medicine. Podcasting (mobile broadcast content) has recently emerged as an efficient tool for distributing information towards professionals, especially for e-learning contents.The goal of this work is to implement software and hardware tools for collecting medical lectures at its source by direct recording (halls and classrooms) and provide the automatic delivery of these resources for students on different type of devices (computer, smartphone or videogames console). We describe the overall architecture and the methods used by medical students to master this technology in their daily activities. We highlight the benefits and the limits of the Podcast technologies for medical education.

Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author's experience it is fairly rare, representing less than 5% of class sessions per semester. Student comments have been overwhelmingly favorable towards the use of captured lectures since the technology was first adopted in the author's classes in 2009.

BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT.

ERIC Educational Resources Information Center

BARKER, ROGER G.; AND OTHERS

STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS.…

Promoting Active Learning When Teaching Introductory Statistics and Probability Using a Portfolio Curriculum Approach

ERIC Educational Resources Information Center

Adair, Desmond; Jaeger, Martin; Price, Owen M.

2018-01-01

The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty,…

Conservation for Children [Levels 1-6 and an All-Levels Supplement].

ERIC Educational Resources Information Center

Cupertino Union School District, CA.

Developed to promote conservation awareness in elementary students, each of the six grade-level-sequenced activity guides provides: (1) a list of conservation concepts; (2) a criterion-referenced test; (3) a class record sheet; (4) a content guide; and (5) 90 student worksheets (40 for language arts, 20 for mathematics, 20 for social studies and…

Holistic Wellness as a Means to Developing a Lifestyle Approach to Health Behavior among College Students

ERIC Educational Resources Information Center

Gieck, D. Joseph; Olsen, Sara

2007-01-01

Objective: The authors examined the influence of a holistic model of wellness on activity level among obese and sedentary college students. Participants: They recruited 41 participants for an 11-week program. Methods: Participants were required to record daily walking totals and complete 5 bimonthly classes where principles of holistic wellness…

Cloud Study Investigators: Using NASA's CERES S'COOL in Problem-Based Learning

ERIC Educational Resources Information Center

Moore, Susan; Popiolkowski, Gary

2011-01-01

1This article describes how, by incorporating NASA's Students' Cloud Observations On-Line (S'COOL) project into a problem-based learning (PBL) activity, middle school students are engaged in authentic scientific research where they observe and record information about clouds and contribute ground truth data to NASA's Clouds and the Earth's…

Lecture Capture Podcasts: Differential Student Use and Performance in a Large Introductory Course

ERIC Educational Resources Information Center

Williams, Adrienne E.; Aguilar-Roca, Nancy M.; O'Dowd, Diane K.

2016-01-01

Video "podcast" recordings of lectures are popular with students, but are often associated with a decrease in attendance and little increase in performance. Assessment has generally focused on the class as a whole, potentially masking benefits to different subgroups. In this study, conducted in 2 sections of a large active-learning…

Space Science in Action: Planets and the Solar System [Videotape].

ERIC Educational Resources Information Center

1999

This videotape recording teaches students about the key characteristics of each planet, the differences between inner and outer planets, and which planets have their own moons. Students look at how remote-control rovers are designed to explore other surfaces in the solar system. A hands-on activity demonstrates how gravity keeps all the members of…

Student-Designed Public Service Announcement (PSA) Videos to Enhance Motivation and Engagement

ERIC Educational Resources Information Center

Abrams, Kenneth

2012-01-01

Educators often focus on enhancing student motivation and engagement. This article describes an activity with these aims, in which undergraduates (a) learn about theories and research on means of persuasion and (b) in small groups design and record a public service announcement (PSA) video, write a brief paper that outlines the theories used to…

Memory for Dialogue: Recalling an Anchor through Talk and Response.

ERIC Educational Resources Information Center

Beaver, Pam

This paper reports on a project involving student recall of the dialogue in a movie and retention of the "anchor," which in this case refers to a videotape recording of "To Kill a Mockingbird." The project looked at how students retained knowledge over a few days and what kind of activities resulted from expertise with an…

Student Real-Time Visualization System in Classroom Using RFID Based on UTAUT Model

ERIC Educational Resources Information Center

Raja Yusof, Raja Jamilah; Qazi, Atika; Inayat, Irum

2017-01-01

Purpose: The purpose of this paper is to monitor in-class activities and the performance of the students. Design/methodology/approach: A pilot study was conducted to evaluate the proposed system using a questionnaire with 132 participants (teachers and non-teachers) in a presentation style to record the participant's perception about performance…

Height, weight and body mass index of girls and boys in a rural school in Punjab India

USDA-ARS?s Scientific Manuscript database

All the students at this Bhagat Puran Singh Memorial School in Punjab, India were educated about the importance of caloric intake and physical activity. Body weight and height were recorded once a month for 12 consecutive months for 632 students, age 8-23 years (7584 observations). For US and Euro...

The Homemade Alternative: Teaching Human Neurophysiology with Instrumentation Made (Almost) from Scratch

PubMed Central

Hauptman, Stephen; Du Bois, Katherine; Johnson, Bruce R.

2012-01-01

Recording human neurophysiological data in the teaching laboratory generally requires expensive instrumentation. From our experience in developing inexpensive equipment used in teaching neurophysiology laboratory exercises, we offer a strategy for the development of affordable and safe recording of human neurophysiological parameters. There are many resources available to guide the design and construction of electronic equipment that will record human biopotentials. An important consideration is subject safety, and the electrical characteristics of any equipment must meet strict galvanic isolation standards. Wireless data gathering offers the most complete isolation from 120VAC current. As an example, we present a homemade electrocardiogram recording circuit using only inexpensive and readily available components. We outline the feasibility of constructing equipment that meets the needs of the student laboratory for good data collection, and we consider the obstacles likely to be encountered in these projects. If students actively participate in the equipment design and construction, the process can also be a teaching tool. Students may gain a deeper understanding of the human neurobiology by making the electronic data acquisition and its presentation more transparent. PMID:23493343

Measles high school vaccination program, 2014-2015: online survey of parents in NSW, Australia.

PubMed

Nicholl, Sonya; Seale, Holly; Campbell-Lloyd, Sue

2018-06-14

In 2014, a high school-based measles supplementary immunisation activity (SIA) took place in New South Wales (NSW), Australia, in response to a large number of adolescents being identified as undervaccinated or unvaccinated against measles. The program focused on areas of NSW where previous measles outbreaks had occurred and where large numbers of undervaccinated adolescents lived. More than 11 000 students were vaccinated in 2014, and the program continued in 2015, when more than 4000 students in Years 11 and 12 were vaccinated. Parents of students vaccinated during the program were surveyed to determine their level of satisfaction with the program. An online link to the anonymous survey with instructions was sent in a text message between August 2015 and May 2016 to parents of students who had consented or been vaccinated during the 2014 and 2015 measles, mumps and rubella (MMR) supplementary immunisation activities (SIAs). Responses were received from parents in all Local Health Districts (LHDs), and response rates ranged from <1% to 21% across different districts with 59% of the total number of complete responses from three LHDs. Overall, parents were satisfied with the MMR program, its resources and how it was implemented. Suggestions were received to improve consent processes, increase student involvement and increase school staff accountability. More than half of the parents reported difficulty finding their child's previous vaccination record. Improving vaccination record access and management was highlighted as an area of improvement in the program. Although response rates were low, the survey has generated important ideas that may help to further improve implementation of school vaccination programs, including allowing electronic consent, increasing student engagement, improving access to previous vaccination records and increasing school staff accountability.

Evaluation of a training programme to induct medical students in delivering public health talks

PubMed Central

Tan, Ngiap Chuan; Mitesh, Shah; Koh, Yi Ling Eileen; Ang, Seng Bin; Chan, Hian Hui Vincent; How, Choon How; Tay, Ee Guan; Hwang, Siew Wai

2017-01-01

INTRODUCTION It is uncommon for medical students to deliver public health talks as part of their medical education curriculum. This study evaluated the effectiveness of a novel training programme that required medical students to deliver public health talks during their family medicine (FM) clerkship in a Singapore primary care institution. METHODS The FM faculty staff guided teams of third-year medical students to select appropriate topics for health talks that were to be conducted at designated polyclinics. The talks were video-recorded and appraised for clarity, content and delivery. The appraisal was done by the student’s peers and assigned faculty staff. The audience was surveyed to determine their satisfaction level and understanding of the talks. The students also self-rated the effectiveness of this new teaching activity. RESULTS A total of 120 medical students completed a questionnaire to rate the effectiveness of the new teaching activity. 85.8% of the students felt confident about the delivery of their talks, 95.8% reported having learnt how to deliver talks and 92.5% perceived this new training modality as useful in their medical education. Based on the results of the audience survey, the speakers were perceived as knowledgeable (53.1%), confident (51.3%) and professional (39.0%). Assessment of 15 video-recorded talks showed satisfactory delivery of the talks by the students. CONCLUSION The majority of the students reported a favourable overall learning experience under this new training programme. This finding is supported by the positive feedback garnered from the audience, peers of the medical students and the faculty staff. PMID:26891745

Student and faculty perceptions of lecture recording in a doctor of pharmacy curriculum.

PubMed

Maynor, Lena M; Barrickman, Ashleigh Landis; Stamatakis, Mary K; Elliott, David P

2013-10-14

To describe students' and faculty members' perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (p<0.001). Forty-six percent of the students reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance.

Rocks and Rhymes!

ERIC Educational Resources Information Center

Jackson, Julie; Dickinson, Gail; Horton, Danielle

2010-01-01

Field-note poetry is the product of the authors' efforts to combine current research in learning and cognition with integrated geoscience and language arts activities. In this article, they present a fun and effective activity that teaches students how to record detailed field notes and sensory observations that become the framework and…

Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

PubMed

Iwata, Kentaro; Doi, Asako

2017-11-10

The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

Mercury in Retrograde: Shaking Up the Study of Orbital Motion with Kinesthetic Learning

NASA Astrophysics Data System (ADS)

DeStefano, Paul; Allen, Thomas; Widenhorn, Ralf

2018-06-01

We are investigating the use of kinesthetic activities to teach the orbital motion of planets at the introductory astronomy level. In addition to breaking the monotony of traditional classroom settings, kinesthetic activities can allow novel connections to form between the student and the material, as established in a recent study. In our example active learning activity, two students walk along predetermined paths in the classroom, simulating the dynamics of any two real or fictional bodies in orbital motion about a common object. Each student carries a short-range, local positioning device that records its 2D position, continuously. The position data from both devices are collected on a single computer. After acquisition, the data can be used to highlight interesting features of orbital dynamics. For example, we demonstrate a particular transformation of the data that shows apparent retrograde motion arising directly from the relative motion of two bodies orbiting a common object. This activity provides students with the opportunity to observe interesting orbital dynamics on a human scale.

Examining the noisy life of the college musician: weeklong noise dosimetry of music and non-music activities.

PubMed

Tufts, Jennifer B; Skoe, Erika

2018-02-01

To examine the contribution of all daily activities, including non-music activities, to the overall noise exposure of college student musicians, and to compare their "noise lives" with those of non-musician college students. Continuous week-long dosimetry measurements were collected on student musicians and non-musicians. During the measurement period, participants recorded their daily activities in journals. 22 musicians and 40 non-musicians, all students (aged 18-24 years) at the University of Connecticut. On every day of the week, musicians experienced significantly higher average exposure levels than did non-musicians. Nearly half (47%) of the musicians' days exceeded a daily dose of 100%, compared with 10% of the non-musicians' days. When the exposure due to music activities was removed, musicians still led noisier lives, largely due to participation in noisier social activities. For some musicians, non-music activities contributed a larger share of their total weekly noise exposure than did their music activities. Compared with their non-musician peers, college student musicians are at higher risk for noise-induced hearing loss (NIHL). On a weekly basis, non-music activities may pose a greater risk to some musicians than music activities. Thus, hearing health education for musicians should include information about the contribution of lifestyle factors outside of music to NIHL risk.

Workshop Physics Activity Guide, Module 3: Heat Temperature and Nuclear Radiation, Thermodynamics, Kinetic Theory, Heat Engines, Nuclear Decay, and Random Monitoring (Units 16 - 18 & 28)

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research.

Use of notebook computers for third-year surgical students.

PubMed

Prystowsky, J B; Hassan, M B; Nahrwold, D L

1996-08-01

Computer-aided instruction has become increasingly popular in medical education. Notebook computers (NCs) are attractive, convenient microcomputers. We hypothesized that use of NCs by third-year surgical students would enhance their performance of educational activities. During the 1994-1995 academic year 25 student volunteers used NCs during the surgery clerkship. NC software included questions for self-examination, anatomy self-instruction program, word processing and electronic mail (e-mail) for recording and sending history and physicals (H & Ps) to faculty for review, and MEDLINE search software. Identical software was available to all students at on-campus computer centers. All students were asked to record the number of hours that they used the self-examination and anatomy programs, number of H & Ps performed and reviewed by faculty, and number of literature searches performed. NC users were interviewed regarding the value of NC use and their rating of software programs. NC users (n = 25) used the self-examination and anatomy programs more often, performed more literature searches, and had a greater percentage of their H & Ps reviewed by faculty compared with non-NC users (n = 143) (p < 0.05 for all outcomes). Most NC users agreed that NC use was enjoyable and valuable, and they believed that all students should have NCs during the surgery clerkship. Students rated software in order of preference: e-mail > self-examination > MEDLINE search > anatomy program. NC use enhanced performance of educational activities in the surgery clerkship. Effort toward developing educational software for surgical students is warranted because students are likely to use such programs.

Feature Project--A Bookmaking Party.

ERIC Educational Resources Information Center

Drury, Lori; And Others

1984-01-01

The teaching activities presented in this article focus on a bookmaking party, which gives children a format in which they can publish and share their activities in a formal way, provides them with books for recording their writing, and involves students, parents, and the community with children's writing. The paper describes the steps for…

The interrupted learner: How distractions during live and video lectures influence learning outcomes.

PubMed

Zureick, Andrew H; Burk-Rafel, Jesse; Purkiss, Joel A; Hortsch, Michael

2017-11-27

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 00: 000-000. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Awareness and understanding of earthquake hazards at school

NASA Astrophysics Data System (ADS)

Saraò, Angela; Peruzza, Laura; Barnaba, Carla; Bragato, Pier Luigi

2014-05-01

Schools have a fundamental role in broadening the understanding of natural hazard and risks and in building the awareness in the community. Recent earthquakes in Italy and worldwide, have clearly demonstrated that the poor perception of seismic hazards diminishes the effectiveness of mitigation countermeasures. Since years the Seismology's department of OGS is involved in education projects and public activities to raise awareness about earthquakes. Working together with teachers we aim at developing age-appropriate curricula to improve the student's knowledge about earthquakes, seismic safety, and seismic risk reduction. Some examples of education activities we performed during the last years are here presented. We show our experience with the primary and intermediate schools where, through hands-on activities, we explain the earthquake phenomenon and its effects to kids, but we illustrate also some teaching interventions for high school students. During the past years we lectured classes, we led laboratory and field activities, and we organized summer stages for selected students. In the current year we are leading a project aimed at training high school students on seismic safety through a multidisciplinary approach that involves seismologists, engineers and experts of safety procedures. To combine the objective of dissemination of earthquake culture, also through the knowledge of the past seismicity, with that of a safety culture, we use innovative educational techniques and multimedia resources. Students and teachers, under the guidance of an expert seismologist, organize a combination of hands-on activities for understanding earthquakes in the lab through cheap tools and instrumentations At selected schools we provided the low cost seismometers of the QuakeCatcher network (http://qcn.stanford.edu) for recording earthquakes, and we trained teachers to use such instruments in the lab and to analyze recorded data. Within the same project we are going to train selected students as communicators so that they can transfer simple educational messages on the seismic risk reduction to other students and/or to the whole community. The experiment is taking place in North East Italy, an area on which OGS detect earthquakes for seismological study and seismic alarm purposes. Teachers and students participating in the project are expected to present their achieved experience during a public event, at University of Udine (Italy).

Engineering design activities and conceptual change in middle school science

NASA Astrophysics Data System (ADS)

Schnittka, Christine G.

The purpose of this research was to investigate the impact of engineering design classroom activities on conceptual change in science, and on attitudes toward and knowledge about engineering. Students were given a situated learning context and a rationale for learning science in an active, inquiry-based method, and worked in small collaborative groups. One eighth-grade physical science teacher and her students participated in a unit on heat transfer and thermal energy. One class served as the control while two others received variations of an engineering design treatment. Data were gathered from teacher and student entrance and exit interviews, audio recordings of student dialog during group work, video recordings and observations of all classes, pre- and posttests on science content and engineering attitudes, and artifacts and all assignments completed by students. Qualitative and quantitative data were collected concurrently, but analysis took place in two phases. Qualitative data were analyzed in an ongoing manner so that the researcher could explore emerging theories and trends as the study progressed. These results were compared to and combined with the results of the quantitative data analysis. Analysis of the data was carried out in the interpretive framework of analytic induction. Findings indicated that students overwhelmingly possessed alternative conceptions about heat transfer, thermal energy, and engineering prior to the interventions. While all three classes made statistically significant gains in their knowledge about heat and energy, students in the engineering design class with the targeted demonstrations made the most significant gains over the other two other classes. Engineering attitudes changed significantly in the two classes that received the engineering design intervention. Implications from this study can inform teachers' use of engineering design activities in science classrooms. These implications are: (1) Alternative conceptions will persist when not specifically addressed. (2) Engineering design activities are not enough to promote conceptual change. (3) A middle school teacher can successfully implement an engineering design-based curriculum in a science class. (4) Results may also be of interest to science curriculum developers and engineering educators involved in developing engineering outreach curricula for middle school students.

Using a Thematic Analysis of Literature to Survey Subfields within Communication Studies

ERIC Educational Resources Information Center

Garner, Johny T.; Ragland, J. Parker

2015-01-01

The activity described by the authors here is a thematic analysis of published articles in a broad area of study. Students search for articles relating to the topic of study in different academic journals that fall in a specific date range. Students record details about the topics covered and theories/methods used. The class then assembles to…

Investigating Cognitive Processes within a Practical Art Context: A Phenomenological Case Study Focusing on Three Adolescents

ERIC Educational Resources Information Center

Hickman, Richard; Kiss, Lauren

2013-01-01

A phenomenological approach was employed in order to record and present the lived experiences of three students during a five-hour art-making activity. Theoretical definitions of cognitive processes pertinent to art and design were compared with the descriptions gathered from the students. The research was intended to portray as accurately as…

The Temporality of Participation in School Science: Coordination of Teacher Control and the Pace of Students' Participation

ERIC Educational Resources Information Center

Rocksén, Miranda

2017-01-01

This study investigates classroom organisation and interaction focusing on phases of activity. The detailed in-depth case study is based on video recordings of 1 science unit consisting of 11 lessons about biological evolution in a Swedish ninth-grade class (aged 15). The study illuminates the temporality of student participation as a fundamental…

The Impact of White Boarding on Learning by Secondary School Biology Students

ERIC Educational Resources Information Center

Bush, Diandra E.; Kelly, Martin G.

2004-01-01

This project used a constructivist teaching method, "white boarding", in a high school biology classroom. This study was conducted to measure the effectiveness of white boarding activities. White boarding is a term used to describe the student use of a 3' x 2' sheet of tile board to record group work. After the teacher presents a…

Acoustics and sociolinguistics: Patterns of communication in hearing impairing classrooms

NASA Astrophysics Data System (ADS)

McKellin, William; Shahin, Kimary; Jamieson, Janet; Hodgson, Murray; Pichora-Fuller, Kathleen

2005-04-01

In elementary school classes, noise during student led activities is often taken as evidence of successful interaction and learning. In this complex social environment of elementary school classrooms, acquisition of complex language and social skills-the focus of activities in early education-is expected to take place in hearing-hostile environments. Communication and language processing in these contexts requires interactive strategies, discourse forms, and syntactic structures different from the educationally desired forms used in acoustically advantageous environments. Recordings were made of the interaction of groups of students in grades 1-3, 5, and 7 during collaborative group work in their regular classrooms. Each student wore microphones at the ear level and head-mounted video cameras. Each group as a whole was also audio- and videotaped and noise level readings were recorded. Analysis of the acoustical and phonological properties of language heard by each student has demonstrated that the language variety used in these noisy and reverberant settings is similar to that of individuals with hearing impairments. This paper reports similarities between the syntactic structures and pragmatic strategies used by hearing impaired children and normally hearing children in noisy contexts. [Work supported by Peter Wall Institute for Advanced Studies, University of British Columbia.

Countering bullying at an australian secondary school with students as helpers.

PubMed

Peterson, L; Rigby, K

1999-08-01

To counter bullying at an Australian coeducational secondary school, staff and students co-operated in developing and implementing appropriate policies and procedures. Questionnaires assessing the incidence of bullying and related attitudes were completed by students in Years 7, 9, 10 and 11 in 1995 and again in 1997. Significant reductions in levels of victimization were recorded for Year 7 students only. Significantly increased support for anti-bullying initiatives was found among senior students (Years 10 and 11). Anti-bullying activities directed and undertaken by students themselves received most approval from peers. Copyright 1999 The Association for Professionals in Services for Adolescents.

Giving students the run of sprinting models

NASA Astrophysics Data System (ADS)

Heck, André; Ellermeijer, Ton

2009-11-01

A biomechanical study of sprinting is an interesting task for students who have a background in mechanics and calculus. These students can work with real data and do practical investigations similar to the way sports scientists do research. Student research activities are viable when the students are familiar with tools to collect and work with data from sensors and video recordings and with modeling tools for comparing simulation and experimental results. This article describes a multipurpose system, named COACH, that offers a versatile integrated set of tools for learning, doing, and teaching mathematics and science in a computer-based inquiry approach. Automated tracking of reference points and correction of perspective distortion in videos, state-of-the-art algorithms for data smoothing and numerical differentiation, and graphical system dynamics based modeling are some of the built-in techniques that are suitable for motion analysis. Their implementation and their application in student activities involving models of running are discussed.

Opportunities and challenges in integrating electronic health records into undergraduate medical education: a national survey of clerkship directors.

PubMed

Hammoud, Maya M; Margo, Katherine; Christner, Jennifer G; Fisher, Jonathan; Fischer, Shira H; Pangaro, Louis N

2012-01-01

Few studies have reported on the utilization and the effect of electronic health records on the education of medical students. The purpose of this study was to describe the current use of electronic health records by medical students in the United States and explore the opportunities and challenges of integrating electronic health records into daily teaching of medical students. A survey with 24 questions regarding the use of electronic health records by medical students was developed by the Alliance for Clinical Educators and sent to clerkship directors across the United States. Both quantitative and qualitative responses were collected and analyzed to determine current access to and use of electronic health records by medical students. This study found that an estimated 64% of programs currently allow student use of electronic health records, of which only two thirds allowed students to write notes within the electronic record. Overall, clerkship directors' opinions on the effects of electronic health records on medical student education were neutral, and despite acknowledging many advantages to electronic health records, there were many concerns raised regarding their use in education. Medical students are using electronic health records at higher rates than physicians in practice. Although this is overall reassuring, educators have to be cautious about the limitations being placed on student's documentation in electronic health records as this can potentially have consequences on their training, and they need to explore ways to maximize the benefits of electronic health records in medical education.

Does doctors’ workload impact supervision and ward activities of final-year students? A prospective study

PubMed Central

2012-01-01

Background Hospital doctors face constantly increasing workloads. Besides caring for patients, their duties also comprise the education of future colleagues. The aim of this study was to objectively investigate whether the workload arising from increased patient care interferes with student supervision and is associated with more non-medical activities of final-year medical students. Methods A total of 54 final-year students were asked to keep a diary of their daily activities over a three-week period at the beginning of their internship in Internal Medicine. Students categorized their activities – both medical and non-medical - according to whether they had: (1) only watched, (2) assisted the ward resident, (3) performed the activity themselves under supervision of the ward resident, or (4) performed the activity without supervision. The activities reported on a particular day were matched with a ward specific workload-index derived from the hospital information system, including the number of patients treated on the corresponding ward on that day, a correction factor according to the patient comorbidity complexity level (PCCL), and the number of admissions and discharges. Both students and ward residents were blinded to the study question. Results A total of 32 diaries (59 %, 442 recorded working days) were handed back. Overall, the students reported 1.2 ± 1.3 supervised, 1.8 ±1.6 medical and 3.6 ± 1.7 non-medical activities per day. The more supervised activities were reported, the more the number of reported medical activities increased (p < .0001). No relationship between the ward specific workload and number of medical activities could be shown. Conclusions There was a significant association between ward doctors’ supervision of students and the number of medical activities performed by medical students. The workload had no significant effect on supervision or the number of medical or non-medical activities of final-year students. PMID:22540897

Does doctors' workload impact supervision and ward activities of final-year students? A prospective study.

PubMed

Celebi, Nora; Tsouraki, Rodoula; Engel, Corinna; Holderried, Friederike; Riessen, Reimer; Weyrich, Peter

2012-06-11

Hospital doctors face constantly increasing workloads. Besides caring for patients, their duties also comprise the education of future colleagues. The aim of this study was to objectively investigate whether the workload arising from increased patient care interferes with student supervision and is associated with more non-medical activities of final-year medical students. A total of 54 final-year students were asked to keep a diary of their daily activities over a three-week period at the beginning of their internship in Internal Medicine. Students categorized their activities--both medical and non-medical--according to whether they had: (1) only watched, (2) assisted the ward resident, (3) performed the activity themselves under supervision of the ward resident, or (4) performed the activity without supervision. The activities reported on a particular day were matched with a ward specific workload-index derived from the hospital information system, including the number of patients treated on the corresponding ward on that day, a correction factor according to the patient comorbidity complexity level (PCCL), and the number of admissions and discharges. Both students and ward residents were blinded to the study question. A total of 32 diaries (59 %, 442 recorded working days) were handed back. Overall, the students reported 1.2 ± 1.3 supervised, 1.8 ± 1.6 medical and 3.6 ± 1.7 non-medical activities per day. The more supervised activities were reported, the more the number of reported medical activities increased (p < .0001). No relationship between the ward specific workload and number of medical activities could be shown. There was a significant association between ward doctors' supervision of students and the number of medical activities performed by medical students. The workload had no significant effect on supervision or the number of medical or non-medical activities of final-year students.

[Corrective effect of aromatherapy on indices of heart rate variability in students under exam stress conditions].

PubMed

Abrahamyan, H T; Minasyan, S M

2016-01-01

There were investigated changes in indices of the activity of regulatory mechanisms of heart rhythm in student under exam stress conditions and the possibility of their correction with aid of aromatherapy. The examination stress was established to be accompanied by pronounced shifts of integral and spectral indices of heart rhythm in students, indicating to the activation of the sympathetic circuit of Autonomic Nervous System in conditions of examination stress. A positive, relaxation impact of the essential oil of orange on the investigated indices was also recorded. The latter is expressed by weakly pronounced changes or lack of them in data of integral and spectral heart rate indices in students from the experimental group, that indicates to the stabilizing effect of used ethereal oil on the psycho-physiological state of students in conditions of exam stress

Supervision of Student Teachers: Objective Observation.

ERIC Educational Resources Information Center

Neide, Joan

1996-01-01

By keeping accurate records, student teacher supervisors can present concrete evidence about physical education student teachers' classroom performance. The article describes various ways to collect objective data, including running records, at-task records, verbal flow records, class traffic records, interaction analysis records, and global scan…

What's Up in the Atmosphere? Exploring How Aerosols Impact Sky Color Through Hands-on Activities with Elementary GLOBE

NASA Astrophysics Data System (ADS)

Damadeo, K.; Taylor, J.

2015-12-01

What color is the sky today? The GLOBE Kids - Anita, Simon, and Dennis want to know why the sky isn't always the same shade of blue and sometimes isn't even blue. Through the new Elementary GLOBE Aerosols Storybook and Learning Activities, the GLOBE Kids learn that there's a lot more than air in the atmosphere, which can affect the colors we see in the sky. There are four hands-on activities in this unit: 1) Sky Observers - Students make observations of the sky, record their findings and share their observation reports with their peers. The activity promotes active observation and recording skills to help students observe sky color, and recognize that sky color changes; 2) Why (Not) So Blue? - Students make predictions about how drops of milk will affect color and visibility in cups of water representing the atmosphere to help them understand that aerosols in the atmosphere have an effect on sky conditions, including sky color and visibility. The activity also introduces the classification categories for daytime sky color and visibility; 3) See the Light - Students use prisms and glue sticks to explore the properties of light. The activity demonstrates that white light is made up of seven colors that represent different wavelengths, and illustrates why the sky is blue during the day and red at sunset; 4) Up in the Air - Students work in groups to make an aerosol sampler, a simple adhesive tool that allows students to collect data and estimate the extent of aerosols present at their school, understanding that, in fact, there are particles in the air we breathe. NGSS Alignment includes: Disciplinary Core Ideas- ESS2.D: Weather and Climate, ESS3.C: Human Impacts on Earth Systems, PS4.B: Electromagnetic Radiation, ESS3.A: Natural Resources; Science and Engineering Practices- Asking Questions and Defining Problems, Planning and Carrying Out an Investigation, Analyzing and Interpreting Data, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information; Crosscutting Concepts- Patterns and Cause and Effect; and Performance Expectations- K-ESS2-1, K-ESS2-2, 4-ESS3-1.

Using the RE-AIM framework to evaluate the statewide dissemination of a school-based physical activity and nutrition curriculum: "Exercise Your Options".

PubMed

Dunton, Genevieve F; Lagloire, Renee; Robertson, Trina

2009-01-01

Examine the reach, efficacy, adoption, implementation, and maintenance of a physical activity and nutrition curriculum for middle-school students. Nonexperimental pilot evaluation of a statewide dissemination trial. California middle schools during the 2006 to 2007 school year. Sixteen classes (N = 668 students and 16 teachers) sampled from the statewide pool who used the program. An eight-lesson nutrition and physical activity curriculum, "Exercise Your Options" (EYO), including a teacher guide, video clips, a student activity booklet, and ancillary materials was made available to teachers. Program records, classroom observations, teacher surveys, and student presurveys and postsurveys (assessing physical activity, sedentary behaviors, and dietary intake). Descriptive statistics and multilevel random-coefficient modeling. The EYO program reached 234,442 middle-school students in California. During the program, total physical activity increased (p < .001), whereas watching TV/DVDs and playing electronic games/computer use decreased (p < .05). Intake of dairy products increased (p < .05), whereas consumption of sugars/sweets decreased (p < .001). Forty-two percent of eligible middle-school classrooms ordered the program materials. Eighty-six percent of sampled teachers implemented all of the lessons. Over the past 5 years, 51% of all middle-school students in California were exposed to the program. The EYO program showed its potential for moderate to high public health impact among California middle-school students.

Physical Activity Patterns in University Students: Do They Follow the Public Health Guidelines?

PubMed Central

Clemente, Filipe Manuel; Nikolaidis, Pantelis Theodoros; Martins, Fernando Manuel Lourenço; Mendes, Rui Sousa

2016-01-01

Physical activity is associated with health. The aim of this study was (a) to access if Portuguese university students meet the public health recommendations for physical activity and (b) the effect of gender and day of the week on daily PA levels of university students. This observational cross-sectional study involved 126 (73 women) healthy Portuguese university students aged 18–23 years old. Participants wore the ActiGraph wGT3X-BT accelerometer for seven consecutive days. Number of steps, time spent sedentary and in light, moderate and vigorous physical activity were recorded. The two-way MANOVA revealed that gender (p-value = 0.001; η2 = 0.038; minimum effect) and day of the week (p-value = 0.001; η2 = 0.174; minimum effect) had significant main effects on the physical activity variables. It was shown that during weekdays, male students walked more steps (65.14%), spent less time sedentary (6.77%) and in light activities (3.11%) and spent more time in moderate (136.67%) and vigorous activity (171.29%) in comparison with weekend days (p < 0.05). The descriptive analysis revealed that female students walked more steps (51.18%) and spent more time in moderate (125.70%) and vigorous (124.16%) activities during weekdays than in weekend days (p < 0.05). Women students did not achieve the recommended 10,000 steps/day on average during weekdays and weekend days. Only male students achieved this recommendation during weekdays. In summary, this study showed a high incidence of sedentary time in university students, mainly on weekend days. New strategies must be adopted to promote physical activity in this population, focusing on the change of sedentary behaviour. PMID:27022993

Within-Case and Cross-Case Analyses of Questions Posed by Fifth-Grade Students Working in Small Groups to Investigate Pendulum Motion

NASA Astrophysics Data System (ADS)

Tisel, James Michael

The focus of this basic qualitative research is student questions in an unstructured inquiry setting. Case and cross-case analyses were conducted (Miles and Huberman, 1984) of the questions posed by fifth grade students working in laboratory groups of size three to five students as they investigated pendulum motion. To establish the conceptual framework for the study, literature was reviewed in the areas of cognitive theory (constructivism, conceptual change, and other theories), approaches to science, and the importance of student questions in the learning process. A review of group work, related studies of student questions and activities and relevant methods of qualitative research was also undertaken. The current study occupies the relatively unique position of being about the questions students posed to each other (not the teacher) at the outset of and throughout an unstructured inquiry activity with a minimum of teacher initiation or intervention. The focus is on finding out what questions students ask, when they ask them, what categories the questions fall into in relation to possible models of the scientific method, student motivation, and what role the questions play as the students take part in an inquiry activity. Students were video and/or audio-recorded as they did the investigation. They wrote down their questions during one-minute pauses that occurred at roughly eight-minute intervals. The groups were interviewed the next day about their experience. The recordings, question sheets, and interview accounts and recordings were analyzed by the researcher. Accounts of the experience of each group were prepared, and reiterated attempts were made to classify the questions as the main themes and categories emerged. It was found that students posed their key research question (most typically related to pendulum damping effects) midway through the first half of their activity, after having first met some competence and other needs in relation to measurement procedures and basic information. The main research question typically emerged gradually in an implicitly shared form. It was found that Deci and Ryan's self-determination theory (2000) with the core needs of competence, autonomy, and relatedness, served as a useful tool for categorizing and understanding the role of the questions. Basic questions about procedures in relation to gaining competence with measurement were considered by the researcher to be most prevalent. When compared to, for instance, Lawson's hypothetico-predictive model of doing science (2003a) it was noted that puzzling observations were not necessarily made at the outset, and key questions took place much later in the investigative process than what typical scientific models might suggest. Further, more focused research in the areas of self-determination theory in relation to student questions as they engage in inquiry could be of benefit in determining the motivations behind student questions. Educational programs that have, as their goal, authentic student inquiry should take into account that student research questions evolve over time as they meet various needs in the process of initiating their investigations.

Fossils, Facies and Geologic Time: Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students

NASA Astrophysics Data System (ADS)

Sutherland, S.; Jones, F. M.

2012-12-01

Teaching and assessing concepts involving the relationships between deep time and the Earth System can be challenging. This is especially true in elective courses for senior general science students who should be starting to think more like experts, but lack background knowledge in geology. By comparing student activities and work, both before and after introducing active learning strategies, we show that increased maturity of thinking about geological time was achieved in the science elective "Earth and Life through Time" taken by 150 upper level general science students. Student demographics were very similar in 2010 and 2011 allowing comparison of data from a consistent end of term survey, classroom observations, and test or exercise questions used in both years. Students identified the workload as greater in 2011, yet they also gave the course a stronger overall rating of excellence. Also, students in 2011 felt assessments and homework were more appropriate and expressed a nearly unanimous preference for group versus solo class work. More objective indicators of improvement include item analysis on test questions which shows increased difficulty and discrimination without compromising overall scores. The wide variety of changes introduced in 2011 do make it difficult to rigorously ascribe specific causes for improvement in how students think about geologic time. However the shift towards more sophisticated thinking involving skills rather than recall can be demonstrated by comparing geological interpretations produced by students in early and improved versions of exercises. For example, labs have always involved basic identification of rocks and fossils. Now, the new in-class group-based activities enable students to use data to establish the relative history of a geologic section, including environments, ages of known materials, and time spans of materials missing at unconformities. In addition to activities, specific exam questions and corresponding results from both versions of the course also reveal improvements. In order to help educators improve teaching and assessment of geologic time in similar settings, we will offer some details about course modifications and activities. First, learning goals were adjusted to emphasize skills geologists use when interpreting the geological record, rather than focusing on specific knowledge such dates, time spans and rock or fossil names. Then, one third of the lectures were replaced with 50-minute guided group activities, higher level clicker-based questioning strategies were introduced, labs were restructured to include follow up in-class group activities, structured reading and homework exercises were added, and formative and evaluative assessments were diversified. In conclusion, we will show that introducing active learning strategies has helped meet the challenges of increasing the sophistication of students' thinking about geologic time, at the same time as increasing their satisfaction. The specific strategies should be transferrable to any course in which senior general science students learn to use the rock and fossil record to experience the ways in which geoscientists integrate geology and paleontology to interpret the Earth System's evolution.

Live lecture versus video-recorded lecture: are students voting with their feet?

PubMed

Cardall, Scott; Krupat, Edward; Ulrich, Michael

2008-12-01

In light of educators' concerns that lecture attendance in medical school has declined, the authors sought to assess students' perceptions, evaluations, and motivations concerning live lectures compared with accelerated, video-recorded lectures viewed online. The authors performed a cross-sectional survey study of all first- and second-year students at Harvard Medical School. Respondents answered questions regarding their lecture attendance; use of class and personal time; use of accelerated, video-recorded lectures; and reasons for viewing video-recorded and live lectures. Other questions asked students to compare how well live and video-recorded lectures satisfied learning goals. Of the 353 students who received questionnaires, 204 (58%) returned responses. Collectively, students indicated watching 57.2% of lectures live, 29.4% recorded, and 3.8% using both methods. All students have watched recorded lectures, and most (88.5%) have used video-accelerating technologies. When using accelerated, video-recorded lecture as opposed to attending lecture, students felt they were more likely to increase their speed of knowledge acquisition (79.3% of students), look up additional information (67.7%), stay focused (64.8%), and learn more (63.7%). Live attendance remains the predominant method for viewing lectures. However, students find accelerated, video-recorded lectures equally or more valuable. Although educators may be uncomfortable with the fundamental change in the learning process represented by video-recorded lecture use, students' responses indicate that their decisions to attend lectures or view recorded lectures are motivated primarily by a desire to satisfy their professional goals. A challenge remains for educators to incorporate technologies students find useful while creating an interactive learning culture.

Exploring the daily activities associated with delayed bedtime of Japanese university students.

PubMed

Asaoka, Shoichi; Komada, Yoko; Fukuda, Kazuhiko; Sugiura, Tatsuki; Inoue, Yuichi; Yamazaki, Katuo

2010-07-01

University students show delayed sleep-wake patterns, i.e., later bed- and rise-times, and this pattern is known to be associated with various malfunctions. There may be a variety of daily activities associated with their delayed sleep patterns, such as watching TV. However, it is unclear to what extent each activity possesses an impact on their sleep patterns. The purpose of this study was to determine the daily activities associated with delayed bedtime in Japanese university students who live with or without their families. Three hundred and thirty-one participants were required to record the timing and duration of their sleep and daily activities, and the data from the 275 students (160 men and 115 women; 19.01 +/- 1.66 years) who completely filled forms were used for analysis. The results of multiple regression analyses suggested that interpersonal communication late at night is one of the major factors leading to the delayed bedtime of students living away from home. Among those living with their families, indoor activities such as watching TV and using the Internet were related to their delayed bedtimes. Attending classes and having a morning meal were related to the earlier bedtimes of the students living away from home, but there were no activities associated with those of the students living with their families. These results suggest that ensuring attendance at morning classes and having appropriate mealtimes, as well as restricting the use of visual media and socializing activities at night, are necessary for preventing late bedtimes in university students.

Antibiotic exposure and bacterial resistance in human and veterinary medicine: a problem-based learning topic for Master's students.

PubMed

Eveillard, Matthieu; Pouliquen, Hervé; Ruvoen, Nathalie; Couvreur, Sébastien; Krempf, Michel; Magras, Catherine; Lepelletier, Didier

2017-03-01

This report describes a problem-based learning activity concerning antibiotic exposure and bacterial resistance in human and veterinary medicine. In addition, learning outcomes and satisfaction of students were recorded by the supervisors of the activity. The students all participated actively in the group work and considered that the small size of the group facilitated interpersonal communication. They believed that working in an interdisciplinary group helped them learn better than if they were following specific courses. They also reported that their mid-term meeting with one of the supervisors was a catalyst for the initiation of a real work group. Concerning the evaluation of the activity itself, the supervisors considered that the group provided a relevant analysis of the issue. These characteristics should encourage teachers to test this method of learning certain aspects of microbiology and infectious diseases with their students. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

NASA Astrophysics Data System (ADS)

Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

2010-10-01

With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

PubMed Central

Barrickman, Ashleigh Landis; Stamatakis, Mary K.; Elliott, David P.

2013-01-01

Objective. To describe students’ and faculty members’ perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Methods. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Results. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (p<0.001). Forty-six percent of the students reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Conclusion. Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance. PMID:24159206

"The Glory and Romance of Our History Are Here Preserved." An Introduction to the Records of the National Archives.

ERIC Educational Resources Information Center

National Archives and Records Administration, Washington, DC. Office of Public Programs.

This publication is intended for teachers bringing a class to visit the National Archives in Washington, D.C., for a workshop on primary documents. The National Archives serves as the repository for all federal records of enduring value. Primary sources are vital teaching tools because they actively engage the student's imagination so that he or…

Shark Tagging Activities.

ERIC Educational Resources Information Center

Current: The Journal of Marine Education, 1998

1998-01-01

In this group activity, children learn about the purpose of tagging and how scientists tag a shark. Using a cut-out of a shark, students identify, measure, record data, read coordinates, and tag a shark. Includes introductory information about the purpose of tagging and the procedure, a data sheet showing original tagging data from Tampa Bay, and…

Explorations in Backyard Biology: Drawing on Nature in the Classroom, Grades 4-6.

ERIC Educational Resources Information Center

Raham, R. Gary

This book is designed to guide students grades 4-6 in exploring new worlds of adventure in the life sciences. Students read short features on creatures as near as their own backyards, are invited to expand their interest with classroom and field activities, and are shown how to use drawing and writing skills to record their experiences in a…

Flipped classroom instructional approach in undergraduate medical education

PubMed Central

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

Objective: In this study we implemented the “flipped classroom” model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Results: Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Conclusion: Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools. PMID:29492071

Flipped classroom instructional approach in undergraduate medical education.

PubMed

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.

Extracurricular participation among adolescents from immigrant families.

PubMed

Camacho, Daisy E; Fuligni, Andrew J

2015-06-01

Participation in organized after-school activities could be especially beneficial for youth from immigrant backgrounds, whose families often have little knowledge of American school systems. The role of extracurricular involvement in the achievement and motivation of students from immigrant families was examined among 468 eleventh grade (52.4% female) students from Asian American (44.4%), European American (19.0%) and Latino (36.5%) backgrounds who varied in generational status (first: 25%; second: 52.4%, third: 22.6%) and attended high school in the Los Angeles area. Participants completed questionnaires regarding their extracurricular activities, school belonging, and intrinsic motivation. Students' grade point average (GPA) was obtained from official school records. Controls included parental education, ethnicity, generational status, gender, school, and the outcome variables in tenth grade. First generation students were less likely to participate in academic activities than their third generation peers but, overall, there were few generational differences in participation. Participation predicted achievement and engagement after accounting for tenth grade levels of educational adjustment. Most notably, although all students benefitted from participation, the gain in GPA as a function of participation was greater for first generation than third generation students. Results suggest that organized after-school activities are particularly important for students in immigrant families, providing them with additional experiences that contribute to academic achievement.

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

PubMed Central

Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F.

2017-01-01

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students. PMID:28559866

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

PubMed

Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García Osorio, César Ignacio; Díez-Pastor, José F

2017-01-01

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.

Using iPads to illustrate the impulse-momentum relationship

NASA Astrophysics Data System (ADS)

Streepey, Jefferson W.

2013-01-01

One of the fundamental challenges in teaching is making the students able to transform course material in ways that help them solve "real world" problems. Sophisticated mobile technology (such as smartphones, iPads, or iTouches) offers students an opportunity to apply physics content to a broad range of scenarios to enhance their understanding and improve their class engagement. For the outlined example, students in an upper-level biomechanics class used the native accelerometers in iPads to record and analyze human movement. This activity allowed the students to experiment with the impulse-momentum relationship.

Undergraduate mathematics students' reasons for attending live lectures when recordings are available

NASA Astrophysics Data System (ADS)

Yoon, Caroline; Oates, Greg; Sneddon, Jamie

2014-02-01

With the proliferation of new affordable recording technologies, many universities have begun offering students recordings of live lectures as a part of the course resources. We conducted a survey to investigate why some students choose to attend lectures in person rather than simply watching the recordings online, and how students view the two types of lectures. Students attending live lectures in five large undergraduate mathematics lecture streams were invited to respond to the survey. A significant number of respondents viewed recorded lecture as superfluous to their needs which were met upon attending live lecture. Surprisingly, however, an equally large number of students described compelling reasons for watching both live and recorded lectures. A number of factors were identified as determining students' perceptions of live and recorded lectures as competing or complementary: personal learning styles, study habits, esteem for the lecturer, and the possibility of interaction in the lecture.

Active Learning and Engagement with the Wireless Indoor Location Device (WILD) Learning System

NASA Astrophysics Data System (ADS)

Moldwin, M.; Samson, P. J.; Ojeda, L.; Miller, T.; Yu, J.

2016-12-01

The Wireless Indoor Location Device (WILD) Learning System being developed at the University of Michigan and the Education Technology company A2 Motus LLC provides a unique platform for social learning by allowing students to become active participants in live simulations of complex systems, like hurricane formation. The WILD Learning System enables teachers to engage students in kinesthetic activities that explore complex models from a wide variety of STEAM (Science, Technology, Engineering, Art and Math) disciplines. The system provides students' location, orientation and motion within the classroom and assigns each student different parameters depending on the activity. For example, students learning about hurricanes could be assigned atmospheric pressure levels and asked to arrange themselves around the room to simulate a hurricane. The Wild Learning System software then takes the students' pressure readings and locations and projects their locations overlaid onto a real-time generated simulated pressure weather map enabling the observation of how their arrangement influences the pressure structure. The teacher then could have the students orient themselves in the direction they think the resulting wind field will be based on the pressure contours as the system can show an arrow originating from each of the students position in the direction that they are facing. The system also could incorporate a student response-type system for the instructor to then directly question students about other concepts and record their response to both the kinesthetic activity and other formative assessment questions. The WILD Learning System consists of a sensor package for each student in the class, beacons to enable precise localization of the students, software to calculate student location information, and educational software for a variety of activities. In addition, a software development kit (SDK) is under development that would allow others to create additional learning activities using the WILD Learning System. (WILD Learning System development has been partially supported by NASA's CYGNSS Mission EPO, the NSF and the University of Michigan).

Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis.

PubMed

Heeneman, Sylvia; de Grave, Willem

2017-04-01

In medical education, students need to acquire skills to self-direct(ed) learning (SDL), to enable their development into self-directing and reflective professionals. This study addressed the mentor perspective on how processes in the mentor-student interaction influenced development of SDL. n = 22 mentors of a graduate-entry medical school with a problem-based curriculum and longitudinal mentoring system were interviewed (n = 1 recording failed). Using activity theory (AT) as a theoretical framework, thematic analysis was applied to the interview data to identify important themes. Four themes emerged: centered around the role of the portfolio, guiding of students' SDL in the context of assessment procedures, mentor-role boundaries and longitudinal development of skills by both the mentor and mentee. Application of AT showed that in the interactions between themes tensions or supportive factors could emerge for activities in the mentoring process. The mentors' perspective on coaching and development of reflection and SDL of medical students yielded important insights into factors that can hinder or support students' SDL, during a longitudinal mentor-student interaction. Coaching skills of the mentor, the interaction with a portfolio and the context of a mentor community are important factors in a longitudinal mentor-student interaction that can translate to students' SDL skills.

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

PubMed Central

Bierema, Andrea M.-K.; Schwarz, Christina V.; Stoltzfus, Jon R.

2017-01-01

National calls for improving science education (e.g., Vision and Change) emphasize the need to learn disciplinary core ideas through scientific practices. To address this need, we engaged small groups of students in developing diagrammatic models within two (one large-enrollment and one medium-enrollment) undergraduate introductory biology courses. During these activities, students developed scientific models of biological phenomena such as enhanced growth in genetically modified fish. To investigate whether undergraduate students productively engaged in scientific practices during these modeling activities, we recorded groups of students as they developed models and examined three characteristics: how students 1) interacted with one another, 2) made sense of phenomena, and 3) justified their ideas. Our analysis indicates that students spent most of the time on task, developing and evaluating their models. Moreover, they worked cooperatively to make sense of core ideas and justified their ideas to one another throughout the activities. These results demonstrate that, when provided with the opportunity to develop models during class, students in large-enrollment lecture courses can productively engage in scientific practices. We discuss potential reasons for these outcomes and suggest areas of future research to continue advancing knowledge regarding engaging students in scientific practices in large-enrollment lecture courses. PMID:29196429

Clinical audit training improves undergraduates' performance in root canal therapy.

PubMed

Fong, J Y M; Tan, V J H; Lee, J R; Tong, Z G M; Foong, Y K; Tan, J M E; Parolia, A; Pau, A

2017-12-20

To evaluate the effectiveness of clinical audit-feedback cycle as an educational tool in improving the technical quality of root canal therapy (RCT) and compliance with record keeping performed by dental undergraduates. Clinical audit learning was introduced in Year 3 of a 5-year curriculum for dental undergraduates. During classroom activities, students were briefed on clinical audit, selected their audit topics in groups of 5 or 6 students, and prepared and presented their audit protocols. One chosen topic was RCT, in which 3 different cohorts of Year 3 students conducted retrospective audits of patients' records in 2012, 2014 and 2015 for their compliance with recommended record keeping criteria and their performance in RCT. Students were trained by and calibrated against an endodontist (κ ≥ 0.8). After each audit, the findings were reported in class, and recommendations were made for improvement in performance of RCT and record keeping. Students' compliance with published guidelines was presented and their RCT performances in each year were compared using the chi-square test. Overall compliance with of record keeping guidelines was 44.1% in 2012, 79.6% in 2014 and 94.6% in 2015 (P = .001). In the 2012 audit, acceptable extension, condensation and the absence of mishap were observed in 72.4, 75.7% and 91.5%; in the 2014 audit, 95.1%, 64.8% and 51.4%; and in 2015 audit, 96.4%, 82.1% and 92.8% of cases, respectively. In 2015, 76.8% of root canal fillings met all 3 technical quality criteria when compared to 48.6% in 2014 and 44.7% in 2012 (P = .001). Clinical audit-feedback cycle is an effective educational tool for improving dental undergraduates' compliance with record keeping and performance in the technical quality of RCT. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Centaur Chiron's Calendar in our era

NASA Astrophysics Data System (ADS)

Spanos, S.

2012-01-01

Centaur Chiron's Calendar is an educational activity incorporated in environmental education which combines the principles of inter-scientific approach with fundamental astronomy conception. It is performed in school as a yearly environmental project. The famous centaur was teaching the hero Jason (and others) navigation based on stellar observation and medicine based on Pelion herbs collected at the right time of the year. Students are guided to discover his method of determination of the right time. The project evolves the creation of a photographic calendar based on collected pictures from the sunset during the various seasons of the year. It is developed in the same region that Chiron lived (Mount Pelion) according to mythology but it can be modified for use in other regions. Sunset positions are recorded daily or weekly and plotted on a wide-angle picture of the western hill crest. Students are then called to predict the date of a given sunset position. Students also record sunset time and duration of the day in order to relate it with the photographic calendar. The activity combines knowledge from various scientific fields such as history, geography and astronomy. Development of practical skills such as accurate observation, photography techniques and digital image processing is a welcomed side effect of this educational activity.

Roots of the Hawaiian Hotspot. Northwestern Hawaiian Islands Exploration--Grades 9-12 (Earth Science). Seismology and Geological Origins of the Hawaiian Islands.

ERIC Educational Resources Information Center

National Oceanic and Atmospheric Administration (DOC), Rockville, MD.

This activity is designed to introduce to students the processes of plate tectonics and volcanism that resulted in the formation of the Hawaiian Islands and the difference between S waves and P waves. Students are expected to explain how seismic data recorded at different locations can be used to determine the epicenter of an earthquake, infer a…

Undergraduate Mathematics Students' Reasons for Attending Live Lectures When Recordings Are Available

ERIC Educational Resources Information Center

Yoon, Caroline; Oates, Greg; Sneddon, Jamie

2014-01-01

With the proliferation of new affordable recording technologies, many universities have begun offering students recordings of live lectures as a part of the course resources. We conducted a survey to investigate why some students choose to attend lectures in person rather than simply watching the recordings online, and how students view the two…

International Distance Education.

ERIC Educational Resources Information Center

Perrin, Don; Perrin, Elizabeth

1995-01-01

Reports on the Commonwealth of Learning (COL) and its role in furthering the use of distance learning technology. Highlights include activities; telecommunications; educational media; training; planning and advice; strategic alliances and outlooks; public administration; student record/management system; institutional and material development; a…

A New Approach in Examining the Influence of Drugs on Pulsation Rates in Blackworms ("Lumbriculus Variegatus")

ERIC Educational Resources Information Center

Ryan, Amy B.; Elwess, Nancy L.

2017-01-01

This investigative laboratory activity engages students in observing, recording, graphing and analyzing pulsation rates in a commonly used laboratory organism, blackworms. This activity stresses how various drugs can impact the pulsation rate in blackworms at varying concentrations. In addition, we have incorporated two new ways to view the…

Pedometer-Assessed Physical Activity in Young Adolescents

ERIC Educational Resources Information Center

Flohr, Judith A.; Todd, M. Kent; Tudor-Locke, Catrine

2006-01-01

The purpose of this study was to evaluate the physical activity (PA) patterns of children. Forty-four 7th-grade students (19 boys, 25 girls) recorded pedometer data for 2 consecutive weeks. Separate 2 x 3 repeated measures analyses of variance were used to examine differences in total steps/day between boys and girls and between after-school…

An Elective Course on Antimicrobial Stewardship

PubMed Central

Sherman, Elizabeth M.; Unger, Nathan R.

2015-01-01

Objective. To implement an antimicrobial stewardship (AS) elective course for second-year and third-year pharmacy students and to assess its impact on students’ perceptions regarding the application of AS principles. Design. A 2-credit elective course focusing on principles of AS incorporated prelecture didactic recordings with primary literature and guideline-based reading assignments, in-class active-learning group work and student-led presentations, and student-generated examination items. Assessment. Perceptions were assessed by precourse and postcourse survey items. Graded course assessments included completion of preclass assignments (readings, prerecorded lecture and writing assessment items), in-class active participation and group presentations, a midpoint examination, and a final examination. Conclusion. An AS-themed elective course in a doctor of pharmacy curriculum incorporating preclass, self-directed learning and in-class group-based active-learning strategies positively impacted students’ perceived understanding of AS strategies. PMID:26889069

Best Practices for Use of Blended Learning.

PubMed

Margolis, Amanda R; Porter, Andrea L; Pitterle, Michael E

2017-04-01

Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.

Competency-based curriculum and active methodology: perceptions of nursing students.

PubMed

Paranhos, Vania Daniele; Mendes, Maria Manuela Rino

2010-01-01

This study identifies the perceptions of undergraduate students at the University of São Paulo at Ribeirão Preto, Brazil, College of Nursing (EERP-USP) concerning the teaching-learning process in two courses: Integrated Seminar: Health-Disease/Care Process in Health Services Policies and Organization, which was offered to first-year students in 2005 and 2006 and Integrality in Health Care I and II, which was offered to second-year students in 2006. The courses proposal was to adopt active methodology and competency-based curriculum. Data were collected from written tests submitted to 62 students at the end of the curse, focusing on the tests pertinence, development of performance, structure and pedagogical dynamics, organization and settings. Thematic analysis indicated that students enjoyed the courses, highlighted the role of the professor/facilitator at points of the pedagogical cycle and learning recorded in students portfolios. Students valued their experience in the Primary Health Care setting, which was based on, and has since the beginning of the program been based on, the theory-professional practice interlocution and closeness to the principles of the Unified Health System (SUS).

Undergraduate Students' Experiences with Recorded Lectures: Towards a Theory of Acculturation

ERIC Educational Resources Information Center

Cilesiz, Sebnem

2015-01-01

The use of recorded lectures--an instructional format that involves recording live lectures and disseminating these recordings to students by means of various technologies--as substitutes for classroom instruction is a growing phenomenon in higher education. Sustained use of recorded lectures has the potential to significantly alter students'…

Students and Recorded Lectures: Survey on Current Use and Demands for Higher Education

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2012-01-01

Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the…

Multi-level examination of correlates of active transportation to school among youth living within 1 mile of their school.

PubMed

Gropp, Kathleen M; Pickett, William; Janssen, Ian

2012-10-16

Active transportation to school is a method by which youth can build physical activity into their daily routines. We examined correlates of active transportation to school at both individual- (characteristics of the individual and family) and area- (school and neighborhood) levels amongst youth living within 1 mile (1.6 km) of their school. Using the 2009/10 Canadian Health Behaviour in School-Aged Children (HBSC) survey, we selected records of students (n = 3 997) from 161 schools that resided in an urban setting and lived within 1 mile from their school. Student records were compiled from: (1) individual-level HBSC student questionnaires; (2) area-level administrator (school) questionnaires; and (3) area-level geographic information system data sources. The outcome, active transportation to school, was determined via a questionnaire item describing the method of transportation that individual students normally use to get to school. Analyses focused on factors at multiple levels that potentially contribute to student decisions to engage in active transportation. Multi-level logistic regression analyses were employed. Approximately 18% of the variance in active transportation was accounted for at the area-level. Several individual and family characteristics were associated with engagement in active transportation to school including female gender (RR vs. males = 0.86, 95% CI: 0.80-0.91), having ≥2 cars in the household (RR vs. no cars = 0.87, 0.74-0.97), and family socioeconomic status (RR for 'not well off' vs. 'very well off' = 1.14, 1.01-1.26). Neighborhood characteristics most strongly related to active transportation were: the length of roads in the 1 km buffer (RR in quartile 4 vs. quartile 1 = 1.23, 1.00-1.42), the amount of litter in the neighborhood (RR for 'major problem' vs. 'no problem' = 1.47, 1.16-1.57), and relatively hot climates (RR in quartile 4 vs. quartile 1 = 1.33 CI, 1.05-1.53). Engagement in active transportation to school was related to multiple factors at multiple levels. We identified gender, perception of residential neighborhood safety, the percentage of streets with sidewalks, and the total length of roads as the most important correlates of active transportation to school.

Multi-level examination of correlates of active transportation to school among youth living within 1 mile of their school

PubMed Central

2012-01-01

Background Active transportation to school is a method by which youth can build physical activity into their daily routines. We examined correlates of active transportation to school at both individual- (characteristics of the individual and family) and area- (school and neighborhood) levels amongst youth living within 1 mile (1.6 km) of their school. Methods Using the 2009/10 Canadian Health Behaviour in School-Aged Children (HBSC) survey, we selected records of students (n = 3 997) from 161 schools that resided in an urban setting and lived within 1 mile from their school. Student records were compiled from: (1) individual-level HBSC student questionnaires; (2) area-level administrator (school) questionnaires; and (3) area-level geographic information system data sources. The outcome, active transportation to school, was determined via a questionnaire item describing the method of transportation that individual students normally use to get to school. Analyses focused on factors at multiple levels that potentially contribute to student decisions to engage in active transportation. Multi-level logistic regression analyses were employed. Results Approximately 18% of the variance in active transportation was accounted for at the area-level. Several individual and family characteristics were associated with engagement in active transportation to school including female gender (RR vs. males = 0.86, 95% CI: 0.80-0.91), having ≥2 cars in the household (RR vs. no cars = 0.87, 0.74-0.97), and family socioeconomic status (RR for ‘not well off’ vs. ‘very well off’ = 1.14, 1.01-1.26). Neighborhood characteristics most strongly related to active transportation were: the length of roads in the 1 km buffer (RR in quartile 4 vs. quartile 1 = 1.23, 1.00-1.42), the amount of litter in the neighborhood (RR for ‘major problem’ vs. ‘no problem’ = 1.47, 1.16-1.57), and relatively hot climates (RR in quartile 4 vs. quartile 1 = 1.33 CI, 1.05-1.53). Conclusion Engagement in active transportation to school was related to multiple factors at multiple levels. We identified gender, perception of residential neighborhood safety, the percentage of streets with sidewalks, and the total length of roads as the most important correlates of active transportation to school. PMID:23067247

Elementary GLOBE: Inquiring About the Earth System Through Elementary Student Investigations

NASA Astrophysics Data System (ADS)

Henderson, S.; Hatheway, B.; Gardiner, L.; Gallagher, S.

2006-12-01

Elementary GLOBE was designed to introduce K-4 students to the study of Earth System Science (ESS). Elementary GLOBE forms an instructional unit comprised of five modules that address ESS and interrelated subjects including weather, hydrology, seasons, and soils. Each Elementary GLOBE module contains a science based storybook, classroom learning activities that complement the science content covered in each book, and teacher's notes. The storybooks explore a component of the Earth system and the associated classroom learning activities provide students with a meaningful introduction to technology, a basic understanding of the methods of inquiry, and connection to math and literacy skills. The science content in the books and activities serves as a springboard to GLOBE's scientific protocols. All Elementary GLOBE materials are freely downloadable (www.globe.gov/elementaryglobe) The use of science storybooks with elementary students has proven to be an effective practice in exposing students to science content while providing opportunities for students to improve their reading, writing, and oral communication skills. The Elementary GLOBE storybooks portray kids asking questions about the natural world, doing science investigations, and exploring the world around them. Through the storybook characters, scientific inquiry is modeled for young learners. The associated learning activities provide opportunities for students to practice science inquiry and investigation skills, including observation, recording, measuring, etc. Students also gain exposure and increase their comfort with different tools that scientists use. The learning activities give students experiences with asking questions, conducting scientific investigations, and scientific journaling. Elementary GLOBE fills an important niche in K-4 instruction. The international GLOBE Program brings together students, teachers, and scientists with the basic goals of increasing scientific understanding of the Earth, supporting improved student achievement in science and math, and enhancing environmental awareness. NASA provides the primary source of funding for GLOBE.

Sex differences on a mental rotation task: variations in electroencephalogram hemispheric activation between children and college students.

PubMed

Roberts, J E; Bell, M A

2000-01-01

The area of cognitive research that has produced the most consistent sex differences is spatial ability. In particular, men usually perform better on mental rotation tasks than women. Performance on mental rotation tasks has been associated with right parietal activation levels, both during task performance and prior to performance during baseline recordings. This study examined the relations among sex, age, electroencephalogram (EEG) hemispheric activation (at the 10.5 Hz to 13.5 Hz frequency band), and 2-D mental rotation task ability. Nineteen 8-year-olds (10 boys) and 20 college students (10 men) had EEG recorded at baseline and while performing a mental rotation task. Men had a faster reaction time on the mental rotation task than women, whereas there were no differences between boys and girls. After covarying for baseline EEG power values, men exhibited more activation (lower EEG power values) than women in the parietal and posterior temporal regions, whereas boys' and girls' power values did not differ in the parietal or posterior temporal regions. Furthermore, during the baseline condition, men generally exhibited more activation (lower EEG power values) throughout all regions of the scalp. Results support the hypothesis that a change that affects both brain activation and performance on mental rotation tasks occurs sometime between childhood and adulthood.

The role of emergency medicine clerkship e-Portfolio to monitor the learning experience of students in different settings: a prospective cohort study.

PubMed

Cevik, Arif Alper; Shaban, Sami; El Zubeir, Margret; Abu-Zidan, Fikri M

2018-04-12

Although emergency departments provide acute care learning opportunities for medical students, student exposure to recommended curriculum presentations and procedures are limited. In this perspective, clinical environments providing learning opportunities for students should be monitored as part of an ongoing quality improvement process. This study aims to analyze student exposures and their involvement levels in two different hospitals (Tawam and Al Ain) so as to improve the teaching and learning activities. This is a prospective study on all 76 final year medical students' electronic logbooks (e-Portfolio) of the academic year 2016/2017. Students recorded 5087 chief complaints and 3721 procedures. The average patient and procedure exposure in a shift per student in Al Ain Hospital compared with Tawam Hospital were 7.2 vs 6.4 and 5.8 vs 4.3, respectively. The highest full involvement with presentations was seen in the pediatric unit (67.1%, P < 0.0001). Urgent care shifts demonstrated the highest area of "full involvement" with procedures for our students (73.2%, P < 0.0001). Students' highest involvement with presentations and procedures were found during the night shifts (P < 0.0001, 66.5 and 75.1%, respectively). The electronic portfolio has proven to be a very useful tool in defining the learning activities of final year medical students during their emergency medicine clerkship and in comparing activities in two different clinical settings. Data collected and analyzed using this e-Portfolio has the potential to help medical educators and curriculum designers improve emergency medicine teaching and learning activities.

Does Tagging Improve the Navigation of Online Recorded Lectures by Students?

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2015-01-01

Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only…

Using Crickets to Introduce Neurophysiology to Early Undergraduate Students

PubMed Central

Dagda, Ruben K.; Thalhauser, Rachael M.; Dagda, Raul; Marzullo, Timothy C.; Gage, Gregory J.

2013-01-01

Anatomy and physiology instructors often face the daunting task of teaching the principles of neurophysiology as part of a laboratory course with very limited resources. Teaching neurophysiology can be a difficult undertaking as sophisticated electrophysiology and data acquisition equipment is often financially out-of-reach for two-year institutions, and for many preparations, instructors need to be highly skilled in electrophysiology techniques when teaching hands-on laboratories. In the absence of appropriate laboratory tools, many undergraduate students have difficulty understanding concepts related to neurophysiology. The cricket can serve as a reliable invertebrate model to teach the basic concepts of neurophysiology in the educational laboratory. In this manuscript, we describe a series of hands-on, demonstrative, technologically simple, and affordable laboratory activities that will help undergraduate students gain an understanding of the principles of neurophysiology. By using the cerci ganglion and leg preparation, students can quantify extracellular neural activity in response to sensory stimulation, understand the principles of rate coding and somatotopy, perform electrical microstimulation to understand the threshold of sensory stimulation, and do pharmacological manipulation of neuronal activity. We describe the utility of these laboratory activities, provide a convenient protocol for quantifying extracellular recordings, and discuss feedback provided by undergraduate students with regards to the quality of the educational experience after performing the lab activities. PMID:24319394

Elementary school children's science learning from school field trips

NASA Astrophysics Data System (ADS)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

Analysis of College Students' Personal Health Information Activities: Online Survey.

PubMed

Kim, Sujin; Sinn, Donghee; Syn, Sue Yeon

2018-04-20

With abundant personal health information at hand, individuals are faced with a critical challenge in evaluating the informational value of health care records to keep useful information and discard that which is determined useless. Young, healthy college students who were previously dependents of adult parents or caregivers are less likely to be concerned with disease management. Personal health information management (PHIM) is a special case of personal information management (PIM) that is associated with multiple interactions among varying stakeholders and systems. However, there has been limited evidence to understand informational or behavioral underpinning of the college students' PHIM activities, which can influence their health in general throughout their lifetime. This study aimed to investigate demographic and academic profiles of college students with relevance to PHIM activities. Next, we sought to construct major PHIM-related activity components and perceptions among college students. Finally, we sought to discover major factors predicting core PHIM activities among college students we sampled. A Web survey was administered to collect responses about PHIM behaviors and perceptions among college students from the University of Kentucky from January through March 2017. A total of 1408 college students were included in the analysis. PHIM perceptions, demographics, and academic variations were used as independent variables to predict diverse PHIM activities using a principal component analysis (PCA) and hierarchical regression analyses (SPSS v.24, IBM Corp, Armonk, NY, USA). Majority of the participants were female (956/1408, 67.90%), and the age distribution of this population included an adequate representation of college students of all ages. The most preferred health information resources were family (612/1408, 43.47%), health care professionals (366/1408, 26.00%), friends (27/1408, 1.91%), and the internet (157/1408, 11.15%). Organizational or curatorial activities such as Arranging, Labeling, Categorizing, and Discarding were rated low (average=3.21, average=3.02, average=2.52, and average=2.42, respectively). The PCA results suggested 3 components from perception factors labeled as follows: Assistance (alpha=.85), Awareness (alpha=.716), and Difficulty (alpha=.558). Overall, the Demographics and Academics variables were not significant in predicting dependent variables such as Labeling, Categorizing, Health Education Materials, and Discarding, whereas they were significant for other outcome variables such as Sharing, Collecting, Knowing, Insurance Information, Using, and Owning. College years are a significant time for students to learn decision-making skills for maintaining information, a key aspect of health records, as well as for educators to provide appropriate educational and decision aids in the environment of learning as independent adults. Our study will contribute to better understand knowledge about specific skills and perceptions for college students' practice of effective PHIM throughout their lives. ©Sujin Kim, Donghee Sinn, Sue Yeon Syn. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 20.04.2018.

Measuring the Seismic and Acoustic Time of Flight - Lessons in Earthquakes and Thunder

NASA Astrophysics Data System (ADS)

Leeman, J.; Ammon, C. J.

2016-12-01

When teaching the fundamentals of waves and wave propagation, students must appreciate and understand that different waves travel through different materials at different speeds. We describe a simple experiment to explore acoustic wave propagation through the ground and the air and how to use those observations to locate the source of the waves. The experiment that can be performed with a geophone, a microphone, and an oscilloscope. For this activity, students will strike a metal plate, equipped with a vibration trigger, with a hammer. The blow triggers an oscilloscope to begin recording data in a "single-shot" mode. The two channels of the oscilloscope record the output of the microphone (measuring the energy of sound waves in the air) and the geophone (measuring the seismic wave energy in the ground). Seismic waves reach the geophone earlier than the sound waves since they travel at approximately ten times the speed. Students can measure the travel time on the oscilloscope, or using data downloaded to a computer. With measurements of the travel time and distance to the hammer, students can calculate the velocity of each wave. Then, the hammer can be used at other distances from the sensors and by measuring the difference in arrival time of the two waves, students can estimate the distance to the source which they check by direct measurement. This exercise can be directly connected to common observations such as seeing lighting before hearing thunder. The activity also connects directly to concepts related to earthquake location. We describe pedagogical materials, including experiment instructions, videos and data for those who do not have access to the equipment, and simple exercise suggestions for classroom activities.

...Don't Read Records in Advance.

ERIC Educational Resources Information Center

Krieger, Evelyn C.

1988-01-01

A teacher cites her positive experiences with a pupil whose school record reported severe behavior problems to argue that teachers should not read student records until they have formed their own impressions of each student. Teachers should also be very careful and clear about what they write into students' records. (CB)

Team Packs: Addressing Human Sexuality Issues.

ERIC Educational Resources Information Center

Florida Univ., Gainesville. Inst. for Child Health Policy.

This kit provides materials that teach about Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), sexually transmitted diseases (STDs), and pregnancy using group instructional methodology to actively engage students in the learning process. Using cooperative learning materials and videotape recordings, the program stresses…

Allo! (Hello!)

ERIC Educational Resources Information Center

Lamy, Yves

1980-01-01

Introduces a recorded skit entirely based on the responses of one speaker, the lines spoken by the other being suggested by the context or left to audience's imagination. Suggests this material for use with advanced students and proposes various classroom activities leading to a reconstruction of the dialogue. (MES)

Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

PubMed

Ciraj, A M; Vinod, P; Ramnarayan, K

2010-01-01

Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

Student and staff opinion of electronic capture of data related to clinical activity.

PubMed

Oliver, R G

1997-02-01

To seek the opinion of staff and students of a new electronic method for collection of data related to student clinical activity. Questionnaire survey. Staff and students in the Department of Child Dental Health, Dental School, Cardiff, and staff in the Community Dental Service who undertake clinical supervision. A questionnaire was circulated to all 2nd and 3rd clinical year dental undergraduate students seeking their opinion on a range of issues associated with the recently introduced bar code system of data gathering of their clinical activity and achievement. A similar questionnaire was circulated to staff who have responsibility for clinical supervision of these students. A total of 102 replies were received. With the exception of 2 aspects, there was no disagreement between staff and students. An overall majority preferred the use of bar codes to other methods of data collection; bar codes were perceived to be more accurate and reliable than other methods; students were satisfied with the method of quality assessment; staff were dissatisfied (P < 0.05). Staff were strongly in favour of extension of the use of bar codes to other clinics, whereas students were less strongly in favour (P < 0.001); there was little enthusiasm to extend bar codes for recording attendance at lectures, seminars and other such activity. The new system has been accepted by staff and students alike. It has proven to be satisfactory for its intended purpose. As a result of this survey, minor adjustments to procedures will take place, and the method of assessment of clinical work will be reconsidered.

Exploring medical student decisions regarding attending live lectures and using recorded lectures.

PubMed

Gupta, Anmol; Saks, Norma Susswein

2013-09-01

Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

PubMed Central

Trevino-Maack, Sylvia I.; Kamps, Debra; Wills, Howard

2015-01-01

The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students’ reading logs and overall classroom and individual student academic engagement. PMID:26617432

EEG in the classroom: Synchronised neural recordings during video presentation

PubMed Central

Poulsen, Andreas Trier; Kamronn, Simon; Dmochowski, Jacek; Parra, Lucas C.; Hansen, Lars Kai

2017-01-01

We performed simultaneous recordings of electroencephalography (EEG) from multiple students in a classroom, and measured the inter-subject correlation (ISC) of activity evoked by a common video stimulus. The neural reliability, as quantified by ISC, has been linked to engagement and attentional modulation in earlier studies that used high-grade equipment in laboratory settings. Here we reproduce many of the results from these studies using portable low-cost equipment, focusing on the robustness of using ISC for subjects experiencing naturalistic stimuli. The present data shows that stimulus-evoked neural responses, known to be modulated by attention, can be tracked for groups of students with synchronized EEG acquisition. This is a step towards real-time inference of engagement in the classroom. PMID:28266588

EEG in the classroom: Synchronised neural recordings during video presentation

NASA Astrophysics Data System (ADS)

Poulsen, Andreas Trier; Kamronn, Simon; Dmochowski, Jacek; Parra, Lucas C.; Hansen, Lars Kai

2017-03-01

We performed simultaneous recordings of electroencephalography (EEG) from multiple students in a classroom, and measured the inter-subject correlation (ISC) of activity evoked by a common video stimulus. The neural reliability, as quantified by ISC, has been linked to engagement and attentional modulation in earlier studies that used high-grade equipment in laboratory settings. Here we reproduce many of the results from these studies using portable low-cost equipment, focusing on the robustness of using ISC for subjects experiencing naturalistic stimuli. The present data shows that stimulus-evoked neural responses, known to be modulated by attention, can be tracked for groups of students with synchronized EEG acquisition. This is a step towards real-time inference of engagement in the classroom.

Nursing Student Experiences Regarding Safe Use of Electronic Health Records: A Pilot Study of the Safety and Assurance Factors for EHR Resilience Guides.

PubMed

Whitt, Karen J; Eden, Lacey; Merrill, Katreena Collette; Hughes, Mckenna

2017-01-01

Previous research has linked improper electronic health record configuration and use with adverse patient events. In response to this problem, the US Office of the National Coordinator for Health Information Technology developed the Safety and Assurance Factors for EHR Resilience guides to evaluate electronic health records for optimal use and safety features. During the course of their education, nursing students are exposed to a variety of clinical practice settings and electronic health records. This descriptive study evaluated 108 undergraduate and 51 graduate nursing students' ratings of electronic health record features and safe practices, as well as what they learned from utilizing the computerized provider order entry and clinician communication Safety and Assurance Factors for EHR Resilience guide checklists. More than 80% of the undergraduate and 70% of the graduate students reported that they experienced user problems with electronic health records in the past. More than 50% of the students felt that electronic health records contribute to adverse patient outcomes. Students reported that many of the features assessed were not fully implemented in their electronic health record. These findings highlight areas where electronic health records can be improved to optimize patient safety. The majority of students reported that utilizing the Safety and Assurance Factors for EHR Resilience guides increased their understanding of electronic health record features.

Taking note of the perceived value and impact of medical student chart documentation on education and patient care.

PubMed

Friedman, Erica; Sainte, Michelle; Fallar, Robert

2010-09-01

To determine the extent of restrictions to medical student documentation in patients' records and the opinions of medical education leaders about such restrictions' impact on medical student education and patient care. Education deans (n = 126) of medical schools in the United States and Canada were surveyed to determine policies regarding placement of medical student notes in the patient record, the value of medical students' documentation in the medical record, and the use of electronic medical records (EMRs) for patient notes. The instrument was a 23-item anonymous Web survey. Seventy-nine deans responded. Over 90% believed student notes belong in medical records, but only 42% had a policy regarding this. Ninety-three percent indicated that without student notes, student education would be negatively affected. Fewer (56%) indicated that patient care would be negatively affected. Most thought limiting students' notes would negatively affect several other issues: feeling a part of the team (96%), preparation for internship (95%), and students' sense of involvement (94%). Half (52%) reported that fourth-year students could place notes in paper charts at "all" affiliated hospitals, and 6% reported that fourth-year students could do so at "no" hospitals. Although students' ability to enter notes in patients' records is believed to be important for student education, only about half of all hospitals allow all students' notes in the EMR. Policies regarding placement of student notes should be implemented to ensure students' competency in note writing and their value as members of the patient care team.

The Impact of Online Lecture Recordings on Student Performance

ERIC Educational Resources Information Center

Williams, Andrew; Birch, Elisa; Hancock, Phil

2012-01-01

The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a "Microeconomics Principles" class to examine the relative effects of lecture attendance and online lecture recordings. The main finding…

[Functional magnetic resonance imaging of brain of college students with internet addiction].

PubMed

DU, Wanping; Liu, Jun; Gao, Xunping; Li, Lingjiang; Li, Weihui; Li, Xin; Zhang, Yan; Zhou, Shunke

2011-08-01

To explore the functional locations of brain regions related to internet addiction (IA)with task-functional magnetic resonance imaging (fMRI). Nineteen college students who had internet game addition and 19 controls accepted the stimuli of videos via computer. The 3.0 Tesla MRI was used to record the Results of echo plannar imaging. The block design method was used. Intragroup and intergroup analysis Results in the 2 groups were obtained. The differences between the 2 groups were analyzed. The internet game videos markedly activated the brain regions of the college students who had or had no internet game addiction. Compared with the control group, the IA group showed increased activation in the right superior parietal lobule, right insular lobe, right precuneus, right cingulated gyrus, and right superior temporal gyrus. Internet game tasks can activate the vision, space, attention and execution center which are composed of temporal occipital gyrus and frontal parietal gyrus. Abnormal brain function and lateral activation of the right brain may exist in IA.

Simulation Genres and Student Uptake: The Patient Health Record in Clinical Nursing Simulations

ERIC Educational Resources Information Center

Campbell, Lilly

2017-01-01

Drawing on fieldwork, this article examines nursing students' design and use of a patient health record during clinical simulations, where small teams of students provide nursing care for a robotic patient. The student-designed patient health record provides a compelling example of how simulation genres can both authentically coordinate action…

Reliable Record Matching for a College Admissions System.

ERIC Educational Resources Information Center

Fitt, Paul D.

Prospective student data, supplied by various national college testing and student search services, can be matched with existing student records in a college admissions database. Instead of relying on one unique record identifier, such as the student's social security number, a technique has been developed that is based on a number of common data…

Systems for Documenting Student Experiences and Outcomes

ERIC Educational Resources Information Center

Yeung, Fanny P. F.; Fallucca, Amber

2017-01-01

This chapter illustrates two campus processes that utilized student-level data management systems, such as student record systems, assessment platforms, and comprehensive student records, to assess student outcomes relevant to campus missions, goals, and learning outcomes.

Assessment Program Technical Progress Report, 1996-1997.

ERIC Educational Resources Information Center

McCown, Laurie; Fanning, Erin; Eickmeyer, Barbara

Coconino Community College (CCC) annually assesses its institutional effectiveness to demonstrate its commitment to improving programs and services to students. The 1996-97 Assessment Program Technical Progress Report records the assessment and institutional activities enacted during the academic year, detailing the assessment model, timelines,…

Lighting Up Science for the Visually Impaired.

ERIC Educational Resources Information Center

Billings, Gilbert W.; And Others

1980-01-01

Described are activities designed specifically for visually impaired students, demonstrating (1) meiosis, (2) mass, (3) enzyme-substrate reactions, (4) function and relationships of flowering parts. Employed are tactile and auditory learning aids, such as the tape recorder, electric eye, Braille typewriter, textured fabrics, and three-dimensional…

Sampling the Deaf Experience.

ERIC Educational Resources Information Center

Teller, Henry E.; And Others

1993-01-01

Two graduate students in deaf education wore ear plugs for two months to simulate hearing loss, and recorded their experiences and feelings. Excerpts from their journals are presented, commenting on such daily activities as shopping at a mall, watching television, driving, babysitting, and attending a football game. (JDD)

The construction of power in family medicine bedside teaching: a video observation study.

PubMed

Rees, Charlotte E; Ajjawi, Rola; Monrouxe, Lynn V

2013-02-01

Bedside teaching is essential for helping students develop skills, reasoning and professionalism, and involves the learning triad of student, patient and clinical teacher. Although current rhetoric espouses the sharing of power, the medical workplace is imbued with power asymmetries. Power is context-specific and although previous research has explored some elements of the enactment and resistance of power within bedside teaching, this exploration has been conducted within hospital rather than general practice settings. Furthermore, previous research has employed audio-recorded rather than video-recorded observation and has therefore focused on language and para-language at the expense of non-verbal communication and human-material interaction. A qualitative design was adopted employing video- and audio-recorded observations of seven bedside teaching encounters (BTEs), followed by short individual interviews with students, patients and clinical teachers. Thematic and discourse analyses of BTEs were conducted. Power is constructed by students, patients and clinical teachers throughout different BTE activities through the use of linguistic, para-linguistic and non-verbal communication. In terms of language, participants construct power through the use of questions, orders, advice, pronouns and medical/health belief talk. With reference to para-language, participants construct power through the use of interruption and laughter. In terms of non-verbal communication, participants construct power through physical positioning and the possession or control of medical materials such as the stethoscope. Using this paper as a trigger for discussion, we encourage students and clinical teachers to reflect critically on how their verbal and non-verbal communication constructs power in bedside teaching. Students and clinical teachers need to develop their awareness of what power is, how it can be constructed and shared, and what it means for the student-patient-doctor relationship within bedside teaching. © Blackwell Publishing Ltd 2013.

The need for academic electronic health record systems in nurse education.

PubMed

Chung, Joohyun; Cho, Insook

2017-07-01

The nursing profession has been slow to incorporate information technology into formal nurse education and practice. The aim of this study was to identify the use of academic electronic health record systems in nurse education and to determine student and faculty perceptions of academic electronic health record systems in nurse education. A quantitative research design with supportive qualitative research was used to gather information on nursing students' perceptions and nursing faculty's perceptions of academic electronic health record systems in nurse education. Eighty-three participants (21 nursing faculty and 62 students), from 5 nursing schools, participated in the study. A purposive sample of 9 nursing faculty was recruited from one university in the Midwestern United States to provide qualitative data for the study. The researcher-designed surveys (completed by faculty and students) were used for quantitative data collection. Qualitative data was taken from interviews, which were transcribed verbatim for analysis. Students and faculty agreed that academic electronic health record systems could be useful for teaching students to think critically about nursing documentation. Quantitative and qualitative findings revealed that academic electronic health record systems regarding nursing documentation could help prepare students for the future of health information technology. Meaningful adoption of academic electronic health record systems will help in building the undergraduate nursing students' competence in nursing documentation with electronic health record systems. Copyright © 2017. Published by Elsevier Ltd.

Portraiture of constructivist parental involvement: A model to develop a community of practice

NASA Astrophysics Data System (ADS)

Dignam, Christopher Anthony

This qualitative research study addressed the problem of the lack of parental involvement in secondary school science. Increasing parental involvement is vital in supporting student academic achievement and social growth. The purpose of this emergent phenomenological study was to identify conditions required to successfully construct a supportive learning environment to form partnerships between students, parents, and educators. The overall research question in this study investigated the conditions necessary to successfully enlist parental participation with students during science inquiry investigations at the secondary school level. One hundred thirteen pairs of parents and students engaged in a 6-week scientific inquiry activity and recorded attitudinal data in dialogue journals, questionnaires, open-ended surveys, and during one-one-one interviews conducted by the researcher between individual parents and students. Comparisons and cross-interpretations of inter-rater, codified, triangulated data were utilized for identifying emergent themes. Data analysis revealed the active involvement of parents in researching with their child during inquiry investigations, engaging in journaling, and assessing student performance fostered partnerships among students, parents, and educators and supported students' social skills development. The resulting model, employing constructivist leadership and enlisting parent involvement, provides conditions and strategies required to develop a community of practice that can help effect social change. The active involvement of parents fostered improved efficacy and a holistic mindset to develop in parents, students, and teachers. Based on these findings, the interactive collaboration of parents in science learning activities can proactively facilitate a community of practice that will assist educators in facilitating social change.

Expressive Morality in a Collaborative Learning Activity: A Case Study in the Creation of Moral Meaning.

ERIC Educational Resources Information Center

Johnston, Bill; Buzzelli, Cary A.

2002-01-01

Considers the way moral meanings are created, Expressed, and negotiated in the actions and words of participants as they engage in a collaborative science activity. Offers an analysis of two excerpts from a video recording of a third grade classroom in which two students work with each other and with a visiting teacher on an experiment that…

AstroCappella: A Musical Exploration of the Universe. Activities and Information To Accompany the AstroCappella CD. Grades 7-12.

ERIC Educational Resources Information Center

Boyd, Padi; Granger, Kara C.; Smale, Alan

AstroCappella combines the love of music with the love of astronomy. The booklet contains hands-on activities that can be done in the classroom coupled with rocking, high-energy, professionally recorded and produced songs written and performed by an established vocal band. The lesson plans help students learn how convection works, how radio…

"Is That How I Really Sound?": Using iPads for Fluency Practice

ERIC Educational Resources Information Center

Ness, Molly

2017-01-01

This teaching tip showcases how students use iPads to video record themselves orally reading. In the Record, Listen, Reflect process, students conduct repeated readings with a familiar text, watch the recorded video, and conduct running records on themselves. Having an opportunity to watch videos of their own reading gives students a glimpse of…

Analysis of College Students’ Personal Health Information Activities: Online Survey

PubMed Central

Sinn, Donghee; Syn, Sue Yeon

2018-01-01

Background With abundant personal health information at hand, individuals are faced with a critical challenge in evaluating the informational value of health care records to keep useful information and discard that which is determined useless. Young, healthy college students who were previously dependents of adult parents or caregivers are less likely to be concerned with disease management. Personal health information management (PHIM) is a special case of personal information management (PIM) that is associated with multiple interactions among varying stakeholders and systems. However, there has been limited evidence to understand informational or behavioral underpinning of the college students’ PHIM activities, which can influence their health in general throughout their lifetime. Objective This study aimed to investigate demographic and academic profiles of college students with relevance to PHIM activities. Next, we sought to construct major PHIM-related activity components and perceptions among college students. Finally, we sought to discover major factors predicting core PHIM activities among college students we sampled. Methods A Web survey was administered to collect responses about PHIM behaviors and perceptions among college students from the University of Kentucky from January through March 2017. A total of 1408 college students were included in the analysis. PHIM perceptions, demographics, and academic variations were used as independent variables to predict diverse PHIM activities using a principal component analysis (PCA) and hierarchical regression analyses (SPSS v.24, IBM Corp, Armonk, NY, USA). Results Majority of the participants were female (956/1408, 67.90%), and the age distribution of this population included an adequate representation of college students of all ages. The most preferred health information resources were family (612/1408, 43.47%), health care professionals (366/1408, 26.00%), friends (27/1408, 1.91%), and the internet (157/1408, 11.15%). Organizational or curatorial activities such as Arranging, Labeling, Categorizing, and Discarding were rated low (average=3.21, average=3.02, average=2.52, and average=2.42, respectively). The PCA results suggested 3 components from perception factors labeled as follows: Assistance (alpha=.85), Awareness (alpha=.716), and Difficulty (alpha=.558). Overall, the Demographics and Academics variables were not significant in predicting dependent variables such as Labeling, Categorizing, Health Education Materials, and Discarding, whereas they were significant for other outcome variables such as Sharing, Collecting, Knowing, Insurance Information, Using, and Owning. Conclusions College years are a significant time for students to learn decision-making skills for maintaining information, a key aspect of health records, as well as for educators to provide appropriate educational and decision aids in the environment of learning as independent adults. Our study will contribute to better understand knowledge about specific skills and perceptions for college students’ practice of effective PHIM throughout their lives. PMID:29678798

The prior conceptions about force and motion held by grade 8 students in educational opportunity expansion schools of Thailand

NASA Astrophysics Data System (ADS)

Buaraphan, Khajornsak

2018-01-01

According to the constructivist theory, students' prior conceptions play an important role in their process of knowledge construction and teachers must take those prior conceptions into account when designing learning activities. The interpretive study was conducted to explore grade 8 students' conceptions about force and motion. The research participants were 42 students (21 male, 21 female) from seven Educational Opportunity Expansion Schools in Nakhon Pathom province located at the central region of Thailand. In each school, two low, two medium and two high achievers were selected. The Interview-About-Instance (IAI) technique was used to collect data. All interviews were audio recorded and subsequently transcribed verbatim. The students' conceptions were interpreted into scientific conception (SC), partial scientific conception (PC) and alternative conception (AC). The frequency of each category was counted and calculated for percentage. The results revealed that the students held a variety of prior conceptions about force and motion ranged from SC, PC to AC. Each students, including the high achievers, held mixed conceptions of force and motion. Interesting, the two dominant ACs held by the students were: a) force-implies-motion or motion-implies-force, and b) force coming only from an active agent. The science teachers need to take these ACs into account when designing the learning activities to cope with them. The implications regarding teaching and learning about force and motion are also discussed.

UPSeis - Visiting Seismographs for K-12 Schools

NASA Astrophysics Data System (ADS)

Wagner, S. R.; Len, S.; Pennington, W. D.

2004-12-01

Upper Peninsula Seismic Experiments in Schools (UPSeis) is an educational program developed to engage K-12 students in hands-on activities learning about earthquakes and Earth science. The system is intended to enhance teaching earth sciences to students, typically using teleseismic and regional earthquakes recorded directly in the classroom. This seismograph is computer-based and self-contained, requiring no hook-ups to the Internet or to advanced timing devices. It is easy to operate and relatively inexpensive to purchase. The UPSeis curriculum is designed so that a seismograph operates in a classroom for two or three months at a time, allowing the recording of at least 2 to 3 very large earthquakes somewhere in the world. The system comes with classroom activities, which are broken into several units, such as 'Seismic Waves', 'The UPSeis Technique' and 'Earthquake Hazards'. Within each unit, activities are rated for the appropriate grade level. All of the units have also been correlated to the Michigan Content Standards, and are easily adaptable to other state educational content standards as well. Our intention is to assist teachers and volunteers with bringing earth science into the classroom, by making it easier to obtain and operate seismographs. Ideally, a sponsor (University or Company) will pay for a system and any related costs. We further plan to train volunteers at conferences and meetings (such as AGU or SEG) in order to train them on a system and provide them with the knowledge required to assist teachers in the classroom. The volunteer would be available to come into the school and work with the teacher and students on some of the activities, particularly after they have recorded an earthquake. In addition, the volunteer would rotate their system between local area schools every 2 or 3 months. This allows teachers to use the system for a few months without the concern for maintenance of a permanent system. For schools interested in having a permanent system, they would be referred to IRIS, MichSeis, PEPP, or similar group.

Combating the epidemic of obesity and cardiovascular disease: perspectives from school-aged children.

PubMed

Addison, Clifton C; White, Monique S; Jenkins, Brenda W; Young, Lavon

2006-09-01

This study was designed to assess students' perceptions of the obstacles to positive dietary practices and increased physical activity and to solicit the students' recommendations for addressing and possibly reducing the negative practices that are associated with the rise in obesity and the development of cardiovascular diseases. Data for the study were obtained from the administration of the 2005 Project Health High School Survey (PHHSS) which measured the students' perceptions regarding obstacles to eating more nutritious, healthier foods and obstacles to participating in daily physical activity. The reasons for students' lack of interest in practicing more life-healthy behaviors are ranked and recorded. Some of the students indicated that they usually ate what they liked to eat, and the decision about what to eat was made because of the taste of the food without regard for any health consequence or negative health outcomes. Finding ways to reach these students at their young ages is the key to successfully combating the high prevalence of obesity and the development of other chronic diseases in childhood, as well as in adulthood.

Competitive Phylogenetics: A Laboratory Exercise

ERIC Educational Resources Information Center

McCabe, Declan J.

2014-01-01

This exercise demonstrates the principle of parsimony in constructing cladograms. Although it is designed using mammalian cranial characters, the activity could be adapted for characters from any group of organisms. Students score categorical traits on skulls and record the data in a spreadsheet. Using the Mesquite software package, students…

Scratching Records

ERIC Educational Resources Information Center

Wampfler, Rebecca; Haroldson, Rachelle

2016-01-01

Units on static electricity and electrical charges are always a third-grade favorite, with students finding the inquiry and hands-on activities, well, electrifying. However, teachers planning a unit on static electricity may find it difficult to navigate around latex bans. While latex allergy is a serious issue, removing balloons from the…

Tales of the Tape

ERIC Educational Resources Information Center

Glenn, David

2006-01-01

Research psychologists at the University of Texas are using electronically activated recorders (EARs) to study a range of human behavior, including romantic couples' dynamics, cross-cultural variations in sociability, and how students coped after the 9/11 attacks. The EAR studies, although still in their relative infancy, are generating striking…

A Simple Method for Encouraging Active Participation in Small-Group Discussion Sessions

ERIC Educational Resources Information Center

Lee, Adrian

1977-01-01

A format for a small-group teaching session is described that could be modified for any subject in a medical curriculum. The technique discussed uses subgroups and a simple recording chart that have been successful in teaching microbiology to medical students. (LBH)

Bank-a-Budget

ERIC Educational Resources Information Center

Karls, Doris; Jordan, Elaine

1978-01-01

The article gives procedures for consumer foods teachers to use to actively involve students in making independent food purchasing decisions according to the school foods lab budget and food buying principles. Included are forms used to keep records for each lab: unit bank account, meat lab evaluation, and market order. (MF)

Does High School Performance Predict College Math Placement?

ERIC Educational Resources Information Center

Kowski, Lynne E.

2013-01-01

Predicting student success has long been a question of interest for postsecondary admission counselors throughout the United States. Past research has examined the validity of several methods designed for predicting undergraduate success. High school record, standardized test scores, extracurricular activities, and combinations of all three have…

Ethics education in undergraduate pre-health programs. The contribution of undergraduate colleges and universities to the ethical and moral development of future doctors in the medical and dental professions.

PubMed

Erratt, Tamie D

2011-08-01

There are many barriers to ethics education of students attending medical and dental schools. The question is asked, "Should more attention be given to addressing students' ethics education during their undergraduate years of preparation for professional healthcare programs?" This qualitative study utilizes digitally recorded personal interviews with two undergraduate pre-healthcare students, one medical student, one recently matriculated dental student, one undergraduate pre-healthcare faculty member, three dental school faculty members, and three medical school faculty members. Interview participants discuss areas of personal knowledge and experience concerning: the admissions process and screening of potential medical/dental students for ethical traits and behaviors, influences on student ethical development, undergraduate pre-healthcare ethics training, and preferred college major for pre-healthcare students. The study concludes that undergraduate pre-healthcare programs should take the initiative to be proactive and deliberate in strengthening the positive influences on students. Strategies include: 1) humanities curricula to broaden perspectives and increase non-prejudice; 2) mentoring and modeling by older students, faculty, and community and professional volunteers; 3) ethical case study discussions in class or extracurricular activities; and 4) volunteer/service learning activities. Additionally, curriculum learning is enhanced by the use of reflection and writing, discussions, and media.

Challenges and opportunities in analysing students modelling

NASA Astrophysics Data System (ADS)

Blanco-Anaya, Paloma; Justi, Rosária; Díaz de Bustamante, Joaquín

2017-02-01

Modelling-based teaching activities have been designed and analysed from distinct theoretical perspectives. In this paper, we use one of them - the model of modelling diagram (MMD) - as an analytical tool in a regular classroom context. This paper examines the challenges that arise when the MMD is used as an analytical tool to characterise the modelling process experienced by students working in small groups aiming at creating and testing a model of a sedimentary basin from the information provided. The study was conducted in a regular Biology and Geology classroom (16-17 years old students). Data was collected through video recording of the classes, along with written reports and the material models made by each group. The results show the complexity of adapting MMD at two levels: the group modelling and the actual requirements for the activity. Our main challenges were to gather the modelling process of each individual and the group, as well as to identify, from students' speech, which stage of modelling they were performing at a given time. When facing such challenges, we propose some changes in the MMD so that it can be properly used to analyse students performing modelling activities in groups.

Restricted interests and teacher presentation of items.

PubMed

Stocco, Corey S; Thompson, Rachel H; Rodriguez, Nicole M

2011-01-01

Restricted and repetitive behavior (RRB) is more pervasive, prevalent, frequent, and severe in individuals with autism spectrum disorders (ASDs) than in their typical peers. One subtype of RRB is restricted interests in items or activities, which is evident in the manner in which individuals engage with items (e.g., repetitious wheel spinning), the types of items or activities they select (e.g., preoccupation with a phone book), or the range of items or activities they select (i.e., narrow range of items). We sought to describe the relation between restricted interests and teacher presentation of items. Overall, we observed 5 teachers interacting with 2 pairs of students diagnosed with an ASD. Each pair included 1 student with restricted interests. During these observations, teachers were free to present any items from an array of 4 stimuli selected by experimenters. We recorded student responses to teacher presentation of items and analyzed the data to determine the relation between teacher presentation of items and the consequences for presentation provided by the students. Teacher presentation of items corresponded with differential responses provided by students with ASD, and those with restricted preferences experienced a narrower array of items.

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

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

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

The first OSCE; does students' experience of performing in public affect their results?

PubMed

Chan, Michael; Bax, Nigel; Woodley, Caroline; Jennings, Michael; Nicolson, Rod; Chan, Philip

2015-03-26

Personal qualities have been shown to affect students' exam results. We studied the effect of experience, and level, of public performance in music, drama, dance, sport, and debate at the time of admission to medical school as a predictor of student achievement in their first objective structured clinical examination (OSCE). A single medical school cohort (n = 265) sitting their first clinical exam in 2011 as third year students were studied. Pre-admission statements made at the time of application were coded for their stated achievements in the level of public performance; participation in each activity was scored 0-3, where 0 was no record, 1 = leisure time activity, 2 = activity at school or local level, 3 = activity at district, regional or national level. These scores were correlated to OSCE results by linear regression and t-test. Comparison was made between the highest scoring students in each area, and students scoring zero by t-test. There was a bell shaped distribution in public performance score in this cohort. There was no significant linear regression relationship between OSCE results and overall performance score, or between any subgroups. There was a significant difference between students with high scores in theatre, debate and vocal music areas, grouped together as verbal performance, and students scoring zero in these areas. (p < 0.05, t-test) with an effect size of 0.4. We found modest effects from pre-admission experience of verbal performance on students' scores in the OSCE examination. As these data are taken from students' admission statements, we call into question the received wisdom that such statements are unreliable.

Analysis of the dream contents in Japanese college students by REMP-awakening technique.

PubMed

Yamanaka, T; Morita, Y; Matsumoto, J

1982-01-01

An experiment was performed on 39 college students aged from 19 to 21 years using the REMP-awakening technique. The contents of 297 dreams were analyzed according to the Hall-Van de Castle scale. The recall rate was 76% (home) and 85.5% (laboratory). The dream with past experiences was 75% (home), 64.9% (laboratory) and the bizarre dream was 30.5% (home), 28.8% (laboratory) and the dream experiment was 3.6% (home) and 11.7% (laboratory). Emotional and color dreams were noted more in females than in males. Female dreamers tended to be the victim of aggressive dreams as compared with the males. In our student dreams, there were more characters and they dreamed more about food and less about movement activity than in the American students of Hall & Van de Castle. From the polygraphic records, the relation between verbal activity and submental EMG activity, the pulse rate variability and emotionality in dreams, the number of reported dreams and the amount of body movement, eye movement density and the vividness of dream contents were revealed.

Undergraduate research: an innovative student-centered committee from the Kingdom of Saudi Arabia.

PubMed

Alamodi, Abdulhadi A; Abu-Zaid, Ahmed; Anwer, Lucman A; Khan, Tehreem A; Shareef, Mohammad Abrar; Shamia, Ahmed A; Nazmi, Salman M; Alshammari, Abdullah M; Rahmatullah, Hassan; Alsheikh, Ammar J; Chamseddin, Ranim A; Dweik, Loai M; Yaqinuddin, Ahmed

2014-04-01

Concern has been expressed in recent times whether medical schools have adapted sufficiently to cater for the increasing demand of physician-scientists. Studies have shown that research involvement at the undergraduate level is vital to accommodate this growing need. Enhanced communication skills, improved problem-solving abilities and better future employment opportunities are among the other many benefits of undergraduate research (UR). Herein, we report projects run by a unique student driven undergraduate research committee (URC) at Alfaisal University, Riyadh, Saudi Arabia aimed at providing the future generation of physicians training opportunities for pursuing a research intensive career. The article describes the unique structure of the URC and provides an in-depth description of the various programs and activities used in promoting students' research activities. We analyzed students' perception of URC activities via a questionnaire and analyzed research-output of the first graduating batches through their publication record. Overall, more than 60% of the graduating students were involved in the various research programs offered by the URC and around 50% published in peer-reviewed journals with an average impact factor of 2.4. Research involvement by medical students is an essential need of the twenty-first century and models like URC could provide crucial platform for research training to the new generation of physician-scientists.

STS-31 crew activity on the middeck of the Earth-orbiting Discovery, OV-103

NASA Image and Video Library

1990-04-29

STS031-05-002 (24-29 April 1990) --- A 35mm camera with a "fish eye" lens captured this high angle image on Discovery's middeck. Astronaut Kathryn D. Sullivan works with the IMAX camera in foreground, while Astronaut Steven A. Hawley consults a checklist in corner. An Arriflex motion picture camera records student ion arc experiment in apparatus mounted on stowage locker. The experiment was the project of Gregory S. Peterson, currently a student at Utah State University.

An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

PubMed Central

Alimoglu, Mustafa K.; Sarac, Didar B.; Alparslan, Derya; Karakas, Ayse A.; Altintas, Levent

2014-01-01

Background Efforts are made to enhance in-class learner engagement because it stimulates and enhances learning. However, it is not easy to quantify learner engagement. This study aimed to develop and validate an observation tool for instructor and student behaviors to determine and compare in-class learner engagement levels in four different class types delivered by the same instructor. Methods Observer pairs observed instructor and student behaviors during lectures in large class (LLC, n=2) with third-year medical students, lectures in small class (LSC, n=6) and case-based teaching sessions (CBT, n=4) with fifth-year students, and problem-based learning (PBL) sessions (~7 hours) with second-year students. The observation tool was a revised form of STROBE, an instrument for recording behaviors of an instructor and four randomly selected students as snapshots for 5-min cycles. Instructor and student behaviors were scored 1–5 on this tool named ‘in-class engagement measure (IEM)’. The IEM scores were parallel to the degree of behavior's contribution to active student engagement, so higher scores were associated with more in-class learner engagement. Additionally, the number of questions asked by the instructor and students were recorded. A total of 203 5-min observations were performed (LLC 20, LSC 85, CBT 50, and PBL 48). Results Interobserver agreement on instructor and student behaviors was 93.7% (κ=0.87) and 80.6% (κ=0.71), respectively. Higher median IEM scores were found in student-centered and problem-oriented methods such as CBT and PBL. A moderate correlation was found between instructor and student behaviors (r=0.689). Conclusions This study provides some evidence for validity of the IEM scores as a measure of student engagement in different class types. PMID:25308966

Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints: Viewpoint 1: Lecture Recordings Should Be Mandatory in U.S. Dental Schools and Viewpoint 2: Lecture Recordings Should Not Be Mandatory in U.S. Dental Schools.

PubMed

Zandona, Andrea Ferreira; Kinney, Janet; Seong, WookJin; Kumar, Vandana; Bendayan, Alexander; Hewlett, Edmond

2016-12-01

Transcription or recording of lectures has been in use for many years, and with the availability of high-fidelity recording, the practice is now ubiquitous in higher education. Since technology has permeated education and today's tech-savvy students have expectations for on-demand learning, dental schools are motivated to record lectures, albeit with positive and negative implications. This Point/Counterpoint article addresses the question of whether lecture recording should be mandatory in U.S. dental schools. Viewpoint 1 supports the statement that lecture recording should be mandatory. Proponents of this viewpoint argue that the benefits-notably, student satisfaction and potential for improvement in student performance-outweigh concerns. Viewpoint 2 takes the opposite position, arguing that lecture recording decreases students' classroom attendance and adversely affects the morale of educators. Additional arguments against mandatory lecture recordings involve the expense of incorporating technology that requires ongoing support.

An activity theory perspective of how scenario-based simulations support learning: a descriptive analysis.

PubMed

Battista, Alexis

2017-01-01

The dominant frameworks for describing how simulations support learning emphasize increasing access to structured practice and the provision of feedback which are commonly associated with skills-based simulations. By contrast, studies examining student participants' experiences during scenario-based simulations suggest that learning may also occur through participation. However, studies directly examining student participation during scenario-based simulations are limited. This study examined the types of activities student participants engaged in during scenario-based simulations and then analyzed their patterns of activity to consider how participation may support learning. Drawing from Engeström's first-, second-, and third-generation activity systems analysis, an in-depth descriptive analysis was conducted. The study drew from multiple qualitative methods, namely narrative, video, and activity systems analysis, to examine student participants' activities and interaction patterns across four video-recorded simulations depicting common motivations for using scenario-based simulations (e.g., communication, critical patient management). The activity systems analysis revealed that student participants' activities encompassed three clinically relevant categories, including (a) use of physical clinical tools and artifacts, (b) social interactions, and (c) performance of structured interventions. Role assignment influenced participants' activities and the complexity of their engagement. Importantly, participants made sense of the clinical situation presented in the scenario by reflexively linking these three activities together. Specifically, student participants performed structured interventions, relying upon the use of physical tools, clinical artifacts, and social interactions together with interactions between students, standardized patients, and other simulated participants to achieve their goals. When multiple student participants were present, such as in a team-based scenario, they distributed the workload to achieve their goals. The findings suggest that student participants learned as they engaged in these scenario-based simulations when they worked to make sense of the patient's clinical presentation. The findings may provide insight into how student participants' meaning-making efforts are mediated by the cultural artifacts (e.g., physical clinical tools) they access, the social interactions they engage in, the structured interventions they perform, and the roles they are assigned. The findings also highlight the complex and emergent properties of scenario-based simulations as well as how activities are nested. Implications for learning, instructional design, and assessment are discussed.

The Role of Self-Monitoring in Assessing Individual Students' Quantity and Quality of Comments in Large-Class Discussion

ERIC Educational Resources Information Center

Carstens, B. A.; Wright, J. M.; Coles, J. T.; McCleary, L. N.; Williams, R. L.

2013-01-01

This study developed a reliable and valid self-monitoring procedure for student use in recording and rating the quality of their individual comments in large college classes. Students used daily record cards immediately to record and rate each comment they made each day. However, a limit was set on the amount of credit students could claim for…

Oh, Miss Jones! Where Did You Get That Beautiful Butterfly?

ERIC Educational Resources Information Center

Goldhaber, Jeanne

1998-01-01

Uses four children's explanations to illustrate their use of assimilation and inference in a butterfly life-cycle activity. Describes how interviewing young children about their understanding, and recording and reflecting upon their answers, can allow teachers to better understand how students process information and construct knowledge, and…

Digging into Archaeology Projects.

ERIC Educational Resources Information Center

Grambo, Greg

1996-01-01

Suggestions are offered for a classroom project of planning and conducting an archaeological dig on or near school property. Principles of archaeological practice such as making drawings of the site and using a grid frame to record locations are explained. Also suggested is a simulation activity in which students pick imbedded "findings" out of…

Teaching Reading and the At Risk Pupil.

ERIC Educational Resources Information Center

Ediger, Marlow

At risk students need to experience a reading curriculum which offers success in learning to read; appropriate sequence of reading activities; feedback regarding what has been accomplished in reading; rewards for doing well when comparing past with present achievement records; intrinsic motivation in wanting to read; help and guidance to achieve…

Developmental Physical Education Accountability; Volume I.

ERIC Educational Resources Information Center

Guarnieri, Barbara; Sandeen, Cecile

Presented in the first of a two volume series is a developmental physical education checklist which provides teachers of trainable mentally retarded students with a permanent and accountable record of pupil progress and needs. The checklist is intended to be used with the accompanying volume of curricular activities in a nongraded enviroment for…

Information Systems and Performance Measures in Schools.

ERIC Educational Resources Information Center

Coleman, James S.; Karweit, Nancy L.

Large school systems bring various administrative problems in handling scheduling, records, and avoiding making red tape casualties of students. The authors review a portion of the current use of computers to handle these problems and examine the range of activities for which computer processing could provide aid. Since automation always brings…

Grow Beasts: Growing Mathematical Understanding

ERIC Educational Resources Information Center

Roddy, Mark; Behrend, Kat

2015-01-01

What do you do when you want to get your Stage 3 students authentically and enthusiastically engaged in the active construction of their understanding and fluency with measurement, data collection, representation and interpretation? How do you enable them to make choices about their learning, to measure with purpose, to record and organise the…

78 FR 17646 - Agency Information Collection Activities; eZ-Audit: Electronic Submission of Financial Statements...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-22

...Z-Audit: Electronic Submission of Financial Statements and Compliance Audits AGENCY: Federal Student... in response to this notice will be considered public records. Title of Collection: eZ-Audit: Electronic Submission of Financial Statements and Compliance Audits. OMB Control Number: 1845-0072. Type of...

Social Contact and Loneliness in a University Population.

ERIC Educational Resources Information Center

Corty, Eric; Young, Richard David

To explore the relation between social contact and loneliness in a college student population, 40 male and 41 female undergraduates kept daily calendars of social contacts, recorded their activities for one week, and completed inventories on feelings and social interactions. A replication study involved 64 male undergraduates. The absolute level…

Transportation Systems. Curriculum Guide for Technology Education.

ERIC Educational Resources Information Center

Chastain, Gary K.

This curriculum guide for a 1-semester or 1-year course in transportation provides activities that show and explain many of the occupations, devices, and systems that are related to transportation on land, water, air, and space. The guide contains competencies (task lists), student competency records, and management sheets. Management sheets,…

Expert and Novice Approaches to Reading Mathematical Proofs

ERIC Educational Resources Information Center

Inglis, Matthew; Alcock, Lara

2012-01-01

A comparison of the proof validation behavior of beginning undergraduate students and research-active mathematicians is explored. Participants' eye movements were recorded as they validated purported proofs. The main findings are that (a) contrary to previous suggestions, mathematicians sometimes appear to disagree about the validity of even short…

Characteristics of Middle School Students Learning Actions in Outdoor Mathematical Activities with the Cellular Phone

ERIC Educational Resources Information Center

Daher, Wajeeh; Baya'a, Nimer

2012-01-01

Learning in the cellular phone environment enables utilizing the multiple functions of the cellular phone, such as mobility, availability, interactivity, verbal and voice communication, taking pictures or recording audio and video, measuring time and transferring information. These functions together with mathematics-designated cellular phone…

The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment

NASA Astrophysics Data System (ADS)

Ketelhut, Diane Jass

2007-02-01

This exploratory study investigated data-gathering behaviors exhibited by 100 seventh-grade students as they participated in a scientific inquiry-based curriculum project delivered by a multi-user virtual environment (MUVE). This research examined the relationship between students' self-efficacy on entry into the authentic scientific activity and the longitudinal data-gathering behaviors they employed while engaged in that process. Three waves of student behavior data were gathered from a server-side database that recorded all student activity in the MUVE; these data were analyzed using individual growth modeling. The study found that self-efficacy correlated with the number of data-gathering behaviors in which students initially engaged, with high self-efficacy students engaging in more data gathering than students with low self-efficacy. Also, the impact of student self-efficacy on rate of change in data gathering behavior differed by gender. However, by the end of their time in the MUVE, initial student self-efficacy no longer correlated with data gathering behaviors. In addition, students' level of self-efficacy did not affect how many different sources from which they chose to gather data. These results suggest that embedding science inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students' self-efficacy and learning processes.

Extracellular Recording of Light Responses from Optic Nerve Fibers and the Caudal Photoreceptor in the Crayfish

PubMed Central

Nesbit, Steven C.; Van Hoof, Alexander G.; Le, Chi C.; Dearworth, James R.

2015-01-01

Few laboratory exercises have been developed using the crayfish as a model for teaching how neural processing is done by sensory organs that detect light stimuli. This article describes the dissection procedures and methods for conducting extracellular recording from light responses of both the optic nerve fibers found in the animal’s eyestalk and from the caudal photoreceptor located in the ventral nerve cord. Instruction for ADInstruments’ data acquisition system is also featured for the data collection and analysis of responses. The comparison provides students a unique view on how spike activities measured from neurons code image-forming and non-image-forming processes. Results from the exercise show longer latency and lower frequency of firing by the caudal photoreceptor compared to optic nerve fibers to demonstrate evidence of different functions. After students learn the dissection, recording procedure, and the functional anatomy, they can develop their own experiments to learn more about the photoreceptive mechanisms and the sensory integration of modalities by these light-responsive interneurons. PMID:26557793

Workload, study methods, and motivation of students within a BVSc program.

PubMed

Parkinson, Tim J; Gilling, Marg; Suddaby, Gordon T

2006-01-01

The workloads, study methods, and motivation of students in a five-year BVSc program were studied using questionnaires and focus groups. Students in each year of the program were asked, on three occasions over an academic year, to record details of their out-of-class study time for each course they were taking and to record the study methods they used, how they prioritized their time between subjects, and how they allocated time to study and leisure activities. Mean response rates were 57% (range: 43-85%). Overall mean out-of-class study time ranged from 19 hours per week in Year 2 to 28 hours per week in Year 4. Study time was related to the level of interest the student had in the subject, the demands of assessments, and the number of subjects being studied. Study methods were related to students' perceptions of the requirements of the subject as well as to their interest in it. Reliance on memorization and the use of set study materials were the predominant methods for courses with low interest scores, whereas higher interest was associated with a broad range of study methods. Leisure time was ring-fenced, especially when workloads were high. Students' motivation was high when they were studying subjects that were new or were seen as relevant to clinical practice; when working with animals or with enthusiastic faculty members; and when involved in subjects more tightly focused on the ultimate goal of becoming a practitioner. It was poor when students were faced with high workloads, disciplines becoming "stale," excessive detail, and low perceptions of relevance. Constant assessment activities were also seen as a burden. In terms of good learning practices, workload and the demands of assessment were considered to be antagonistic. A tension between these perceptions of students and the values of faculty in terms of the development of critical thinking skills in the program is evident.

Best Practices for Use of Blended Learning

PubMed Central

Porter, Andrea L.; Pitterle, Michael E.

2017-01-01

Objective. To determine instructional best practice recommendations for use of blended learning from the students’ perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance. PMID:28496269

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

PubMed Central

Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

2017-01-01

Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching–learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher–student pairs in total (N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching–learning task. Two sessions, each including a triplet of a 30-s teaching–learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching–learning state. Changes in the teachers’ left PFC activity between the first and second session positively correlated with those observed in students (r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one’s own teaching and the student’s understanding (β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching–learning state. The left PFC of teachers may be involved in integrating information regarding one’s own teaching process and the student’s learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher–student interactions may be useful in the field of educational neuroscience. PMID:28119650

Student Record Automating Using Desktop Computer Technologies.

ERIC Educational Resources Information Center

Almerico, Gina M.; Baker, Russell K.; Matassini, Norma

Teacher education programs nationwide are required by state and federal governments to maintain comprehensive student records of all current and graduated students in their programs. A private, mid-sized university established a faculty team to analyze record-keeping procedures to comply with these government requirements. The team's mandate was…

A descriptive investigation of the impact of student research projects arising from elective research courses.

PubMed

Harirforoosh, Sam; Stewart, David W

2016-01-27

Pharmacy academicians have noted the need to develop research skills in student pharmacists. At the Gatton College of Pharmacy, significant focus has been placed on the development of research skills through offering elective research courses. In order to evaluate the impact of participation in the research elective(s), we analyzed college records and surveyed faculty members with regard to the number of poster/podium presentations, published peer-reviewed manuscripts, and funded projects. Student enrollment in the research elective sequence has increased over time and has resulted in 81 poster presentations, 14 podium presentations, and 15 peer-reviewed publications. Implementation of a research elective sequence and fostering of a research culture amongst the faculty and students has resulted in increased student engagement in research and related scholarly activities.

Using State Student Unit Record Data to Increase Community College Student Success

ERIC Educational Resources Information Center

Ewell, Peter; Jenkins, Davis

2008-01-01

This chapter examines lessons learned by states that are using student unit record (SUR) data to improve outcomes for community college students and recommends steps states can take to strengthen their use of SUR databases to benefit students and communities. (Contains 1 exhibit.)

Evaluation of the exercise workload of broadcast calisthenics for children and adolescents aged 11-17 years.

PubMed

Cui, Yupeng; Liu, Xiaoyan; Liu, Xiaoran; Wu, Jian; Zhao, Minghua; Ren, Jingping; Yang, Junqing; Gu, Fang; Wang, Chao

2011-02-01

The aim of this study was to examine the exercise workload of the 3rd Series of National Broadcast Calisthenics for Elementary and Middle School Students. Altogether, 120 students aged 11-17 years were randomly selected from elementary and middle schools to participate in the study. Each participant performed a cycle ergometer test to obtain maximum oxygen uptake ([Vdot]O(2max)) and maximum heart rate values. In the laboratory, oxygen uptake ([Vdot]O(2)), metabolic equivalents (METs), and heart rate were recorded continuously throughout a calisthenics session performed by the participants. Ratings of perceived exertion (RPE) were also recorded. Throughout the calisthenics session, mean percentage of [Vdot]O(2) reserve varied from 30.7% to 41.2%, mean percentage of heart rate reserve from 39.0% to 56.9%, and mean RPE from 9.0 to 10.4. The mean energy cost during most of the segments across the four routines of calisthenics was significantly higher (P < 0.05) than 3.0 METs. In conclusion, the exercise workload of the 3rd Series of National Broadcast Calisthenics for Elementary and Middle School Students session varied from low to moderate. As part of a school-based physical activity intervention project, calisthenics would help to promote an active lifestyle and health in children and adolescents.

Storm Peak Laboratory 5th-6th Grade Climate and Weather Program

NASA Astrophysics Data System (ADS)

McCubbin, I. B.; Hallar, A. G.

2008-12-01

Storm Peak Laboratory (SPL) has created a place-based elementary school program, which has been implemented at five elementary schools in Northwest Colorado. Real understanding, not factual recall, is the primary goal and developing a desire to be lifelong learners in science is a secondary goal. The specific objectives of the program include the following: 1) Develop a weather and climate curriculum that teaches skills required by Colorado Student Assessment Program (CSAP). 2) Provide a hands-on place-based educational experience where students have an opportunity to use scientific equipment. 3) Provide students a three-day program that consists of an introduction, field program, and follow-up to help students grasp concepts and apply them to other school studies. 4) Provide all participating students with understanding of climate and weather 5) Build foundations for students to understand climate change. 6) Disseminate to alpine regions across the Western US, potentially impacting thousands of students that will experience the impacts of climate change during their lifetime. The SPL program spans three days for each school and includes five elementary schools. During the first day, a scientist and educators from SPL visit each classroom for two hours to introduce the concepts of climate and weather as well as teach students how to use scientific equipment. During the field program on the second day, students measure and record information about temperature, pressure, relative humidity, wind speed, and particle concentration while they travel to SPL via the gondola and chair lifts (in winter) or 4WD Suburbans (in fall). Once at the laboratory, students will meet with both SPL scientists and educators to tour the facility, discuss SPL research activities, and explore application of these activities to their curriculum. An alternative winter snowshoe program at the top of the gondola is offered to students who do not ski, where students have a program on snow science. At the end of the day each student has a data sheet with measurements recorded from 5 locations of different elevations to take back to the classroom. Following the field trip, SPL scientists and educators visit the school for a follow-up to help children grasp concepts, represent their data set collected in graphical formats, answer questions, and evaluate students" learning. Currently, approximately 250 students annually participate in the SPL 5th and 6th grade climate education program.

Premature return to play and return to learn after a sport-related concussion: physician's chart review.

PubMed

Carson, James D; Lawrence, David W; Kraft, Sari A; Garel, Alisha; Snow, Catherine L; Chatterjee, Ananda; Libfeld, Paula; MacKenzie, Heather M; Thornton, Jane S; Moineddin, Rahim; Frémont, Pierre

2014-06-01

To determine what proportion of patients experience an exacerbation of their symptoms as a result of premature return to play (RTP) and return to learn (RTL) following sport-related concussions. Retrospective study of electronic medical records from the office-based practice of one family and sport medicine physician who had systematically provided recommendations for cognitive and physical rest based on existing consensus recommendations. Two blinded authors independently reviewed each chart, which included Sport Concussion Assessment Tool (SCAT) and SCAT2 symptom self-report forms to determine whether an athlete had returned to play or learn prematurely. If there was a discrepancy between the 2 reviewers then a third author reviewed the charts. A sport medicine and family practice in Ontario. The physician assessed sport-related concussions after self-referral or referral from other primary care physicians, teams, and schools. A total of 170 charts of 159 patients were assessed for sport-related concussion during a 5-year period (April 2006 to March 2011). All participants were students who were participating in sports at the time of injury. There were 41 concussions in elementary students, 95 concussions in high school students, and 34 concussions in college or university students. Premature RTP and RTL were defined as chart records documenting the recurrence or worsening of symptoms that accompanied the patients' RTP or RTL. Measures were compared using the earliest available SCAT forms and self-reporting. In 43.5% of concussion cases, the patient returned to sport too soon and in 44.7% of concussion cases, the patient returned to school too soon. Patients with a history of previous concussion required more days of rest before being permitted to participate in any physical activity than those patients without a previous history of concussion. Elementary school students required fewer days of rest before being permitted to return to any physical activity compared with high school students and college or university students. Currently, physicians recommend restrictions on mental and physical activity following sport-related concussion. This is done without clear guidelines as to what cognitive rest entails for students. Further research is required to determine how to implement a management plan for student athletes to facilitate complete recovery after concussion. Copyright© the College of Family Physicians of Canada.

Premature return to play and return to learn after a sport-related concussion

PubMed Central

Carson, James D.; Lawrence, David W.; Kraft, Sari A.; Garel, Alisha; Snow, Catherine L.; Chatterjee, Ananda; Libfeld, Paula; MacKenzie, Heather M.; Thornton, Jane S.; Moineddin, Rahim; Frémont, Pierre

2014-01-01

Abstract Objective To determine what proportion of patients experience an exacerbation of their symptoms as a result of premature return to play (RTP) and return to learn (RTL) following sport-related concussions. Design Retrospective study of electronic medical records from the office-based practice of one family and sport medicine physician who had systematically provided recommendations for cognitive and physical rest based on existing consensus recommendations. Two blinded authors independently reviewed each chart, which included Sport Concussion Assessment Tool (SCAT) and SCAT2 symptom self-report forms to determine whether an athlete had returned to play or learn prematurely. If there was a discrepancy between the 2 reviewers then a third author reviewed the charts. Setting A sport medicine and family practice in Ontario. The physician assessed sport-related concussions after self-referral or referral from other primary care physicians, teams, and schools. Participants A total of 170 charts of 159 patients were assessed for sport-related concussion during a 5-year period (April 2006 to March 2011). All participants were students who were participating in sports at the time of injury. There were 41 concussions in elementary students, 95 concussions in high school students, and 34 concussions in college or university students. Main outcome measures Premature RTP and RTL were defined as chart records documenting the recurrence or worsening of symptoms that accompanied the patients’ RTP or RTL. Measures were compared using the earliest available SCAT forms and self-reporting. Results In 43.5% of concussion cases, the patient returned to sport too soon and in 44.7% of concussion cases, the patient returned to school too soon. Patients with a history of previous concussion required more days of rest before being permitted to participate in any physical activity than those patients without a previous history of concussion. Elementary school students required fewer days of rest before being permitted to return to any physical activity compared with high school students and college or university students. Conclusion Currently, physicians recommend restrictions on mental and physical activity following sport-related concussion. This is done without clear guidelines as to what cognitive rest entails for students. Further research is required to determine how to implement a management plan for student athletes to facilitate complete recovery after concussion. PMID:24925965

The Performance of First-Year Graduate Students on the Graduate Record Examinations. Graduate Record Examinations Special Report Number 68-2.

ERIC Educational Resources Information Center

Marco, Gary L.

Normative data were obtained on the performance of first-year graduate students on the Aptitude Test and Advanced Tests of the Graduate Record Examinations. The population consisted of students enrolled as full-time graduate students for the first time in the fall of 1964 in a college or university belonging to the Council of Graduate Schools…

Misconceptions as necessary stepping stones

NASA Astrophysics Data System (ADS)

Blanton, Patricia

2010-04-01

I've been reading an online book called Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms (www.nap.edu/catalog.php?record_id=11882) and have found the discussion very enlightening. I think that any beginning science teacher might want to look at this book for guidance in designing lessons and managing student discussions to help students become more thoughtful, productive, and independent learners. While the book gives examples of K-8 classrooms, the examples of classroom discourse could serve as a road map for teachers at any level who want to make their classrooms more student centered and a place where all learners are actively engaged.

A Student of History: Perspectives on the Contributions of Estelle Brodman

PubMed Central

McClure, Lucretia W.

2008-01-01

Purpose: This paper is a reflection on the contributions of Estelle Brodman, PhD, as a historian through her publications and activities in the areas of medical history and history of medical librarianship. Methods: The publication record of Dr. Brodman was reviewed to identify the resources most relevant to the history of medicine and history of medical librarianship. Brief Description: As a historian, Dr. Brodman used manuscript collections to carry out original research. Publications resulting from her research and historical activities influenced her library colleagues to embrace history and brought new information to historians, scholars, and students. Dr. Brodman was the driving force behind the development of the Medical Library Association's oral history program. PMID:18654654

What do students actually do on an internal medicine clerkship? A log diary study.

PubMed

Murray, E; Alderman, P; Coppola, W; Grol, R; Bouhuijs, P; van der Vleuten, C

2001-12-01

There are limited data on the amount of time students spend on teaching and learning while on internal medicine clerkships, and existing data suggest a wide international variation. Community-based teaching of internal medicine is now widespread; but its strengths and weaknesses compared to traditional hospital based teaching are still unclear. To determine the proportion of time students spend on different activities on an internal medicine clerkship, and to determine whether this differs in general practice and in hospital. In addition we aimed to determine students' views on the educational value and enjoyment of various activities. Prospective completion of log diaries recording student activities. Each student was asked to complete the diary for two separate weeks of their internal medicine clerkship: one week of general practice-based teaching and one week of hospital-based teaching. The response rate was 68% (88/130). Students spent approximately 5.5 h per day on teaching and learning activities in both environments, with more time (50 min vs. 30 min, P = 0.007) on unsupervised interaction with patients in hospital than in general practice, and more time (53 min vs. 21 min, P < 0.001) undergoingassessment in general practice than in hospital. Standard deviations were wide, demonstrating the heterogeneous nature of the data. Students perceived supervised interaction with patients and teaching by doctors as the most educational activities in both environments, but found it even more educationally valuable and enjoyable in general practice than in hospital (mean score for educational value: 4.27 in general practice, 3.88 in hospital, P = 0.048; mean score for enjoyment 4.13 in general practice, 3.66 in hospital, P = 0.03). Students greatly value interactions with patients, perceiving these as both educational and enjoyable. Curriculum planners must continue to place patient-based learning at the centre of undergraduate medical education. The heterogeneity of the data suggests that individual students have very different experiences, despite apparently similar timetables.

Long periods with uninterrupted muscle activity related to neck and shoulder pain.

PubMed

Hanvold, Therese N; Wærsted, Morten; Veiersted, Kaj Bo

2012-01-01

The aim was to analyze the relationship between periods with uninterrupted neck muscle activity for ≥ 4 min and neck and shoulder pain. The trapezius muscle activity was recorded bilaterally on 40 young workers and students during a full shift. Neck and shoulder pain, mechanical work load and decision control were reported at the same time as the muscle activity recording and 6 months later. A dose-response relationship was found between uninterrupted muscle activity and neck and shoulder pain, with a ten-fold higher risk for the group with more than half, compared to less than a third, of the shift with uninterrupted muscle activity. Self-reported mechanical work load showed a small but protective effect related to pain. Gender and decision control did not emerge as important risk factors in this model. In conclusion, this study indicates that work or other exposures that contains long periods with uninterrupted neck muscle activity of 4 min duration or longer should be minimized to reduce risk of neck and shoulder pain.

Note-taking skills of middle school students with and without learning disabilities.

PubMed

Boyle, Joseph R

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been reported on the problems that school-age students with LD encounter when recording notes during science lectures. Using a sample size of 90 middle school students, the performance of students with LD was compared to students with no learning disabilities (NLD). Results found that students with LD performed significantly worse than students with NLD in terms of the type and amount of notes recorded and test performance.

Student Records.

ERIC Educational Resources Information Center

Hollander, Patricia A.

1992-01-01

Students clearly have a legal right to access to and privacy of their education records; but not so clear is public access to campus crime reports and AIDS-related records. Computerized records and the use of Social Security numbers as identifiers create other legal concerns. (Author)

BNU-LSVED: a multimodal spontaneous expression database in educational environment

NASA Astrophysics Data System (ADS)

Sun, Bo; Wei, Qinglan; He, Jun; Yu, Lejun; Zhu, Xiaoming

2016-09-01

In the field of pedagogy or educational psychology, emotions are treated as very important factors, which are closely associated with cognitive processes. Hence, it is meaningful for teachers to analyze students' emotions in classrooms, thus adjusting their teaching activities and improving students ' individual development. To provide a benchmark for different expression recognition algorithms, a large collection of training and test data in classroom environment has become an acute problem that needs to be resolved. In this paper, we present a multimodal spontaneous database in real learning environment. To collect the data, students watched seven kinds of teaching videos and were simultaneously filmed by a camera. Trained coders made one of the five learning expression labels for each image sequence extracted from the captured videos. This subset consists of 554 multimodal spontaneous expression image sequences (22,160 frames) recorded in real classrooms. There are four main advantages in this database. 1) Due to recorded in the real classroom environment, viewer's distance from the camera and the lighting of the database varies considerably between image sequences. 2) All the data presented are natural spontaneous responses to teaching videos. 3) The multimodal database also contains nonverbal behavior including eye movement, head posture and gestures to infer a student ' s affective state during the courses. 4) In the video sequences, there are different kinds of temporal activation patterns. In addition, we have demonstrated the labels for the image sequences are in high reliability through Cronbach's alpha method.

Fluency and Anxiety in Self-Access Speaking Tasks: The Influence of Environment

ERIC Educational Resources Information Center

Kessler, Greg

2010-01-01

This study compares characteristics of fluency in student audio journals recorded in a laboratory setting with those recorded using mobile audio devices. Forty graduate students enrolled in four oral communication courses at an American university recorded weekly audio journals for a 10-week term. Students chose the environment in which they…

Implementation of ICARE learning model using visualization animation on biotechnology course

NASA Astrophysics Data System (ADS)

Hidayat, Habibi

2017-12-01

ICARE is a learning model that directly ensure the students to actively participate in the learning process using animation media visualization. ICARE have five key elements of learning experience from children and adult that is introduction, connection, application, reflection and extension. The use of Icare system to ensure that participants have opportunity to apply what have been they learned. So that, the message delivered by lecture to students can be understood and recorded by students in a long time. Learning model that was deemed capable of improving learning outcomes and interest to learn in following learning process Biotechnology with applying the ICARE learning model using visualization animation. This learning model have been giving motivation to participate in the learning process and learning outcomes obtained becomes more increased than before. From the results of student learning in subjects Biotechnology by applying the ICARE learning model using Visualization Animation can improving study results of student from the average value of middle test amounted to 70.98 with the percentage of 75% increased value of final test to be 71.57 with the percentage of 68.63%. The interest to learn from students more increasing visits of student activities at each cycle, namely the first cycle obtained average value by 33.5 with enough category. The second cycle is obtained an average value of 36.5 to good category and third cycle the average value of 36.5 with a student activity to good category.

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

How learning analytics can early predict under-achieving students in a blended medical education course.

PubMed

Saqr, Mohammed; Fors, Uno; Tedre, Matti

2017-07-01

Learning analytics (LA) is an emerging discipline that aims at analyzing students' online data in order to improve the learning process and optimize learning environments. It has yet un-explored potential in the field of medical education, which can be particularly helpful in the early prediction and identification of under-achieving students. The aim of this study was to identify quantitative markers collected from students' online activities that may correlate with students' final performance and to investigate the possibility of predicting the potential risk of a student failing or dropping out of a course. This study included 133 students enrolled in a blended medical course where they were free to use the learning management system at their will. We extracted their online activity data using database queries and Moodle plugins. Data included logins, views, forums, time, formative assessment, and communications at different points of time. Five engagement indicators were also calculated which would reflect self-regulation and engagement. Students who scored below 5% over the passing mark were considered to be potentially at risk of under-achieving. At the end of the course, we were able to predict the final grade with 63.5% accuracy, and identify 53.9% of at-risk students. Using a binary logistic model improved prediction to 80.8%. Using data recorded until the mid-course, prediction accuracy was 42.3%. The most important predictors were factors reflecting engagement of the students and the consistency of using the online resources. The analysis of students' online activities in a blended medical education course by means of LA techniques can help early predict underachieving students, and can be used as an early warning sign for timely intervention.

Chesapeake Bay Climate Study Partnership: Undergraduate Student Experiential Learning on Microclimates at the University of Hawai'i, Hilo

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Adolf, J.

2015-12-01

Undergraduate student experiential learning activities focused on microclimates of Hawai'i Island, Hawai'i. Six students from Virginia State University, three students from Delaware State University and faculty advisors were hosted by the University of Hawai'i at Hilo (UHH) Department of Marine Science. This partnership provided integrated, cohesive, and innovative education and research capabilities to minority students on climate change science. Activities included a summer course, instrumentation training, field and laboratory research training, sampling, data collection, logging, analysis, interpretation, report preparation, and research presentation. Most training activities used samples collected during students' field sampling in Hilo Bay. Water quality and phytoplankton data were collected along a 220 degree line transect from the mouth of the Wailuku River to the pelagic zone outside of Hilo Bay into the Pacific Ocean to a distance of 15.5 km. Water clarity, turbidity, chlorophyll, physical water quality parameters, and atmospheric CO2 levels were measured along the transect. Phytoplankton samples were collected for analysis by Scanning Electron Microscopy and Flow Cytometry. Data showed the extent of anthropogenic activity on water quality, with implications for food web dynamics. In addition, atmospheric CO2 concentration, island vegetation, and GPS points were recorded throughout the island of Hawai'i to investigate how variations in microclimate, elevation, and land development affect the amount of CO2 in the atmosphere, vegetation, and water quality. Water quality results at locations near rivers were completely different from other study sites, requiring students' critical thinking skills to find possible reasons for the difference. Our data show a correlation between population density and CO2 concentrations. Anthropogenic activities affecting CO2 and ocean conditions in Hawaiian microclimates can potentially have deleterious effects on the life that call these areas home.

University of Michigan lecture archiving and related activities of the U-M ATLAS Collaboratory Project

NASA Astrophysics Data System (ADS)

Herr, J.; Bhatnagar, T.; Goldfarb, S.; Irrer, J.; McKee, S.; Neal, H. A.

2008-07-01

Large scientific collaborations as well as universities have a growing need for multimedia archiving of meetings and courses. Collaborations need to disseminate training and news to their wide-ranging members, and universities seek to provide their students with more useful studying tools. The University of Michigan ATLAS Collaboratory Project has been involved in the recording and archiving of multimedia lectures since 1999. Our software and hardware architecture has been used to record events for CERN, ATLAS, many units inside the University of Michigan, Fermilab, the American Physical Society and the International Conference on Systems Biology at Harvard. Until 2006 our group functioned primarily as a tiny research/development team with special commitments to the archiving of certain ATLAS events. In 2006 we formed the MScribe project, using a larger scale, and highly automated recording system to record and archive eight University courses in a wide array of subjects. Several robotic carts are wheeled around campus by unskilled student helpers to automatically capture and post to the Web audio, video, slides and chalkboard images. The advances the MScribe project has made in automation of these processes, including a robotic camera operator and automated video processing, are now being used to record ATLAS Collaboration events, making them available more quickly than before and enabling the recording of more events.

Fourth-Year Medical Student Charting of Older Persons' Cognitive and Functional Status.

PubMed

Agens, John; Appelbaum, Jonathan S; Baker, Suzanne; Brummel-Smith, Kenneth; Friedman, Eli; Harrison, Suzanne L; Kutner, Mitchell; McKenzie, Jonathan

2016-01-01

Functional and cognitive impairment correlates with medical outcomes in older persons, yet documentation in the medical record is often inadequate. The purpose of this pilot study was to evaluate fourth year (M4) medical students' charting performance of cognition and functional status in older persons during non-geriatric clerkships using an audit tool. The research assistants used a chart abstracting tool to retrospectively review patients' charts. The abstracting tool contained keywords and phrases to prompt the research assistants to look for any documentation of patient status in four domains: (1) delirium or acute confusional state, (2) chronic cognitive impairment, (3) activities of daily living, and (4) instrumental activities of daily living. The threshold was any mention of keywords in these domains. On non-geriatrics M4 clerkships in the hospital, students documented acute cognitive status (ACS) and presence or absence of chronic cognitive impairment (CCI) in 57% and 68% of cases respectively, with physicians and/or nurses doing it more often at 63% and 84%. Both students and other care providers documented ACS and CCI in the same charts 41% and 59% of the time, respectively. Students documented activities of daily living (ADLs) and instrumental activities of daily living (IADLs) 31% and 3% respectively, physicians and/or nurses 59% and 0%. Documentation of cognitive status in hospital charts for students and physicians was somewhat higher than in the literature. This may be because geriatrics is integrated into our 4-year curriculum. Documentation by both students and physicians was better for ADLs than IADLs and poor for IADLs overall.

Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias

PubMed Central

Ip, Eric J.; Lopes, Ingrid; Rajagopalan, Vanishree

2014-01-01

Objective. To implement the flipped teaching method in a 3-class pilot on cardiac arrhythmias and to assess the impact of the intervention on academic performance and student perceptions. Design. An intervention group of 101 first-year pharmacy students, who took the class with the flipped teaching method, were supplied with prerecorded lectures prior to their 3 classes (1 class in each of the following subjects: basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias. Class time was focused on active-learning and case-based exercises. Students then took a final examination that included questions on cardiac arrhythmias. The examination scores of the intervention group were compared to scores of the Spring 2011 control group of 105 first-year students who took the class with traditional teaching methods. An online survey was conducted to assess student feedback from the intervention group. Assessment. The mean examination scores of the intervention group were significantly higher than the mean examination scores of the control group for the cardiac arrhythmia classes in pharmacology (with 89.6 ± 2.0% vs 56.8 ± 2.2%, respectively) and therapeutics (89.2 ± 1.4% vs 73.7 ± 2.1%, respectively). The survey indicated higher student satisfaction for flipped classes with highly rated learning objectives, recordings, and in-class activities. Conclusion. Use of the flipped teaching method in a 3-class pilot on cardiac arrhythmias improved examination scores for 2 of the 3 classes (pharmacology and therapeutics). Student satisfaction was influenced by the quality of the learning objectives, prerecorded lectures, and inclass active-learning activities. PMID:25657372

A focus group study of the use of video-recorded simulated objective structured clinical examinations in nurse practitioner education.

PubMed

Barratt, Julian

2010-05-01

The objective structured clinical examination (OSCE) is a common method of clinical skills assessment used for advanced nurse practitioner students across the United Kingdom. The purpose of an advanced nursing OSCE is to assess a nurse practitioner student's competence and safety in the performance of commonly used advanced clinical practice skills. Students often feel nervous when preparing for and participating in an OSCE. Consideration of these identified anxieties led to the development of an alternative method of meeting students' OSCE learning and preparation needs; namely video-recorded simulated OSCEs. Video-recording was appealing for the following reasons: it provides a flexible usage of staff resources and time; OSCE performance mistakes can be rectified; it is possible to use the same video-recordings with multiple cohorts of students, and the recordings can be made conveniently available for students with video streaming on internet-based video-sharing sites or virtual learning environments. The aim of the study was to explore the value of using such recordings amongst nurse practitioner students, via online and face-to-face focus groups, to see if they are a suitable OSCE educational preparation technique. The study findings indicate that simulated OSCE video-recordings are an effective method for supporting nurse practitioner educational development. Copyright 2009 Elsevier Ltd. All rights reserved.

Towards an understanding of the attributes of simulation that enable learning in undergraduate nurse education: A grounded theory study.

PubMed

Bland, Andrew J; Tobbell, Jane

2016-09-01

Simulation has become an established feature of nurse education yet little is understood about the mechanisms that lead to learning. To explore the attributes of simulation-based education that enable student learning in undergraduate nurse education. Final year students drawn from one UK University (n=46) participated in a grounded theory study. First, nonparticipant observation and video recording of student activity was undertaken. Following initial analysis, recordings and observations were deconstructed during focus group interviews that enabled both the researcher and participants to unpack meaning. Lastly emergent findings were verified with final year students drawn from a second UK University (n=6). A staged approach to learning emerged from engagement in simulation. This began with initial hesitation as students moved through nonlinear stages to making connections and thinking like a nurse. Core findings suggest that simulation enables curiosity and intellect (main concern) through doing (core category) and interaction with others identified as social collaboration (category). This study offers a theoretical basis for understanding simulation-based education and integration of strategies that maximise the potential for learning. Additionally it offers direction for further research, particularly with regards to how the application of theory to practice is accelerated through learning by doing and working collaboratively. Copyright © 2016 Elsevier Ltd. All rights reserved.

An Arduino project to record ground motion and to learn on earthquake hazard at high school

NASA Astrophysics Data System (ADS)

Saraò, Angela; Barnaba, Carla; Clocchiatti, Marco; Zuliani, David

2015-04-01

Through a multidisciplinary work that integrates Technology education with Earth Sciences, we implemented an educational program to raise the students' awareness of seismic hazard and to disseminate good practices of earthquake safety. Using free software and low-cost open hardware, the students of a senior class of the high school Liceo Paschini in Tolmezzo (NE Italy) implemented a seismograph using the Arduino open-source electronics platform and the ADXL345 sensors to emulate a low cost seismometer (e.g. O-NAVI sensor of the Quake-Catcher Network, http://qcn.stanford.edu). To accomplish their task the students were addressed to use the web resources for technical support and troubleshooting. Shell scripts, running on local computers under Linux OS, controlled the process of recording and display data. The main part of the experiment was documented using the DokuWiki style. Some propaedeutic lessons in computer sciences and electronics were needed to build up the necessary skills of the students and to fill in the gap of their background knowledge. In addition lectures by seismologists and laboratory activity allowed the class to exploit different aspects of the physics of the earthquake and particularly of the seismic waves, and to become familiar with the topics of seismic hazard through an inquiry-based learning. The Arduino seismograph achieved can be used for educational purposes and it can display tremors on the local network of the school. For sure it can record the ground motion due to a seismic event that can occur in the area, but further improvements are necessary for a quantitative analysis of the recorded signals.

Effects of Experiential-Based Videos in Multi-Disciplinary Learning

ERIC Educational Resources Information Center

Jabbar, Khalid Bin Abdul; Ong, Alex; Choy, Jeanette; Lim, Lisa

2013-01-01

This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured…

78 FR 6081 - Agency Information Collection Activities; Comment Request; National Student Loan Data System (NSLDS)

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-29

... postal mail, commercial delivery, or hand delivery. Please note that comments submitted by fax or email and those submitted after the comment period will not be accepted. Written requests for information or... note that written comments received in response to this notice will be considered public records. Title...

77 FR 16517 - Agency Information Collection Activities: Proposed Collection; Comment Request-Information...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-21

... children and provide low cost or free school lunch meals to qualified students through subsidies to schools... records to demonstrate compliance with the meal requirements. To the extent practicable, schools ensure... verification of a required sample size), the number of meals served, and data from required reviews conducted...

Using Our Classroom Walls: A Project for Visualizing the Development of Conceptual Understanding

ERIC Educational Resources Information Center

Mayes-Tang, Sarah

2018-01-01

Practices such as making connections between topics, prioritizing content, and identifying broad themes are essential to learning mathematics. This paper describes a project designed to integrate these synthesizing activities into an abstract algebra class. Students used a classroom wall to record and organize their collective learning and…

An Auto-Scoring Mechanism for Evaluating Problem-Solving Ability in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Chiou, Chuang-Kai; Hwang, Gwo-Jen; Tseng, Judy C. R.

2009-01-01

The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although…

Preassessment Team Practices in Rural Settings: An Analysis of Team Activities.

ERIC Educational Resources Information Center

Ormsbee, Christine K.; Haring, Kathryn

A study in a small rural school district used district preassessment records of students referred for a comprehensive, special education evaluation to determine if preassessment practices had improved. The district was located in a midwestern state that mandated preassessment practices in the mid-1980s in an effort to control special education…

Cosmonaut Sergei Krikalev uses SAREX gear to talk to school children

NASA Technical Reports Server (NTRS)

1994-01-01

On the Space Shuttle Discovery's aft flight deck, Russian Cosmonaut Sergei K. Krikalev prepares for one chore while performing another. Using the Shuttle amateur raio experiment (SAREX) gear, the mission specialist was talking with students in Maine. He holds a camcorder, which was later called into action to record inflight activities.

Reconstructing Environmental Change Using Lake Varves as a Climate Proxy

ERIC Educational Resources Information Center

Dempsey, Christopher; Bodzin, Alec; Cirucci, Lori; Anastasio, David; Sahagian, Dork

2012-01-01

In this article, the authors describe an investigative activity in which their eighth-grade students reconstructed past environmental change in the New England area using data from lake varves in central Vermont to examine evidence of climate change. The investigation uses an authentic paleoclimate record (Ridge 2011) from the Pleistocene epoch,…

Students' Reflections Using Visualized Learning Outcomes and E-Portfolios

ERIC Educational Resources Information Center

Narumi, Takatsune; Gotoh, Yasushi

2014-01-01

How to guarantee graduate attributes has become an urgent challenge amid the increasing progress in scientific and technological development and the globalization of economic activity. In order to solve these problems, a system is required which can visualize learning outcomes in relation to attainment targets, and store and sample records of the…

Online Persistence in Higher Education Web-Supported Courses

ERIC Educational Resources Information Center

Hershkovitz, Arnon; Nachmias, Rafi

2011-01-01

This research consists of an empirical study of online persistence in Web-supported courses in higher education, using Data Mining techniques. Log files of 58 Moodle websites accompanying Tel Aviv University courses were drawn, recording the activity of 1189 students in 1897 course enrollments during the academic year 2008/9, and were analyzed…

78 FR 11165 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-15

... (SOAR) Act Program. In particular, we are requesting approval for: (1) parent, student, and principal surveys, and (2) records abstraction from DC Public School (DCPS), from the District of Columbia Public Charter School Board, and private school administrative files. The study design, data collection plan...

Fostering Second Language Oral Communication through Constructivist Interaction in Desktop Videoconferencing

ERIC Educational Resources Information Center

Lee, Lina

2007-01-01

This article describes a classroom project using one-to-one desktop videoconferencing to enhance the development of second language (1.2) oral skills. Eighteen university students worked collaboratively with expert speakers to complete task-based activities. The author gathered data from video-recording samples, reflections, and oral interviews to…

"A Date Which Will Live in Infamy": The First Typed Draft of Franklin D. Roosevelt's War Address.

ERIC Educational Resources Information Center

Schamel, Wynell Burroughs; West, Jean

1991-01-01

Presents suggestions for teaching activities and student projects using Franklin Roosevelt's war address following the Japanese attack on Pearl Harbor. Recommends vocabulary emphasis, class discussion, and classroom listening to a recording of the speech. Suggests comparing the speech to Patrick Henry's famous speech and interviewing individuals…

The Impact of Mobile Learning on Students' Learning Behaviours and Performance: Report from a Large Blended Classroom

ERIC Educational Resources Information Center

Wang, Minjuan; Shen, Ruimin; Novak, Daniel; Pan, Xiaoyan

2009-01-01

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic…

Where's That Dolphin?

ERIC Educational Resources Information Center

Kovacs, Carolyn; Curran, Mary Carla; Cox, Tara

2013-01-01

In this article , the authors describe an activity in which students in Savannah, Georgia, use handheld GPS devices to record the sightings of bottlenose dolphins, examine spatial data from five pairs of dolphins in the study, and then form hypotheses about the spatial patterns they observe. In the process, they learn not only about the ecology of…

Classroom-Based Interdependent Group Contingencies Increase Children's Physical Activity

ERIC Educational Resources Information Center

Kuhl, Sarah; Rudrud, Eric H.; Witts, Benjamin N.; Schulze, Kimberly A.

2015-01-01

This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase…

Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.

PubMed

Hulsman, Robert L; van der Vloodt, Jane

2015-03-01

Self-evaluation and peer-feedback are important strategies within the reflective practice paradigm for the development and maintenance of professional competencies like medical communication. Characteristics of the self-evaluation and peer-feedback annotations of medical students' video recorded communication skills were analyzed. Twenty-five year 4 medical students recorded history-taking consultations with a simulated patient, uploaded the video to a web-based platform, marked and annotated positive and negative events. Peers reviewed the video and self-evaluations and provided feedback. Analyzed were the number of marked positive and negative annotations and the amount of text entered. Topics and specificity of the annotations were coded and analyzed qualitatively. Students annotated on average more negative than positive events. Additional peer-feedback was more often positive. Topics most often related to structuring the consultation. Students were most critical about their biomedical topics. Negative annotations were more specific than positive annotations. Self-evaluations were more specific than peer-feedback and both show a significant correlation. Four response patterns were detected that negatively bias specificity assessment ratings. Teaching students to be more specific in their self-evaluations may be effective for receiving more specific peer-feedback. Videofragmentrating is a convenient tool to implement reflective practice activities like self-evaluation and peer-feedback to the classroom in the teaching of clinical skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Computer Link Offering Variable Educational Records (Project CLOVER). A National Diffusion Network Developer/Demonstrator Project.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Project CLOVER (Computerized Link Offering Variable Educational Records) is a demonstration project designed to increase use of the Migrant Student Record Transfer System (MSRTS). Project CLOVER (1) helps to ensure that schools attended by migrant students have the capability to receive and transmit academic and medical information on students;…

Investigating shadows: a pedagogical intervention project with primary school children

NASA Astrophysics Data System (ADS)

Noversa, Silvana; Abreu, Cátia; Varela, Paulo; Costa, Manuel F. M.

2014-07-01

This communication results from a pedagogical intervention project, carried out at a primary school in the district of Braga - Portugal. The intervention took place in a class of the 3rd year, composed of 16 students, and it incorporated the practice of inquiry-based science teaching addressing the theme "Light Experiments", which is part of the "Environmental Studies" curricular area. Various class activities were planned and implemented concerning some of the factors that influence the shadow of an object, in order to find answers to the following three questions: a) will 3rd year students, aged 7/8 years, be able to construct and execute an investigation strategy that involves manipulating and controlling variables? b) what are the main difficulties experienced by students in the designing and execution of such a strategy? c) how will students, in interaction with the teacher and with their peers, gradually design and execute their investigation strategy in order to respond to the problem formulated? The project adopted an action research methodology. A careful record was kept of the events most relevant to the questions under study in each class. This data was used to prepare the class diaries - descriptive and reflective narratives prepared based on recorded audio and field notes made during participant observation in the context of the classroom. A content analysis of the diaries has identified a few elements that provide answers to the research questions raised. In order to plan and implement a research project with children in the 7/8 years old range require a high level of scaffolding to allow students to gradually build a coherent strategy to tackle the research problem. Teacher's role is crucial. The teacher, by questioning and inducing reasoning and discussion, promotes encourages and regulates the cognitive activity of students. Some level of autonomy should be given to the students in large group collaborative work.

Active transportation and bullying in Canadian schoolchildren: a cross-sectional study.

PubMed

Cozma, Ioana; Kukaswadia, Atif; Janssen, Ian; Craig, Wendy; Pickett, William

2015-02-07

Bullying is a recognized social problem within child populations. Engagement in childhood bullying often occurs in settings that are away from adult supervision, such as en route to and from school. Bullying episodes may also have a negative impact on school childrens' decisions to engage in active transportation. Using a cross-sectional design, we analyzed reports from the 2009/10 cycle of the Canadian Health Behaviour in School-Aged Children (HBSC) study. Records from this general health survey were obtained for 3,997 urban students in grades 6-10 who lived in close proximity of their school and were hence ineligible for school bussing. Students who indicated walking or bicycling to school were classified as engaged in active transportation. Victims and perpetrators of bullying were defined using standard measures and a frequency cut-off of at least 2-3 times per month. Analyses focused on relations between bullying and active transportation, as well as barriers to active transportation as perceived by young people. 27% of young people indicated being victimized, and 12% indicated that they engaged in bullying. Girls were more likely to be victimized than boys, and younger students were more likely to be victimized than older students. Engagement in active transportation was reported by 63% of respondents, of these, 68% indicated that worrying about bullying on the way to school was an impediment to such transportation methods. Victimization by bullying (adjusted OR = 1.26, 95% CI: 1.00 - 1.59) was reported more frequently by children who used active transportation. Health promotion efforts to promote engagement in active transportation of students to school have obvious value. The potential for modest increases in exposure to bullying should be considered in the planning of such initiatives.

Trapezius muscle activity in using ordinary and ergonomically designed dentistry chairs.

PubMed

Haddad, O; Sanjari, M A; Amirfazli, A; Narimani, R; Parnianpour, M

2012-04-01

Most dentists complain of musculoskeletal disorders which can be caused by prolonged static posture, lack of suitable rest and other physical and psychological problems. We evaluated a chair with a new ergonomic design which incorporated forward leaning chest and arm supports. The chair was evaluated in the laboratory during task simulation and EMG analysis on 12 students and subjectively assessed by 30 professional dentists using an 18-item questionnaire. EMG activity of right and left trapezius muscles for 12 male students with no musculoskeletal disorders was measured while simulating common tasks like working on the teeth of the lower jaw. Normalized EMG data showed significant reduction (p<0.05) in all EMG recordings of the trapezius muscle. Dentists also unanimously preferred the ergonomically designed chair. Such ergonomically designed chairs should be introduced as early as possible in student training before bad postural habits are acquired.

Characteristics of School Campuses and Physical Activity Among Youth

PubMed Central

Cradock, Angie L.; Melly, Steven J.; Allen, Joseph G.; Morris, Jeffrey S.; Gortmaker, Steven L.

2009-01-01

Background Previous research suggests that school characteristics may influence physical activity. However, few studies have examined associations between school building and campus characteristics and objective measures of physical activity among middle school students. Methods Students from ten middle schools (n=248, 42% female, mean age 13.7 years) wore TriTrac-R3D accelerometers in 1997 recording measures of minute-by-minute physical movements during the school day that were then averaged over 15-minute intervals (n=16,619) and log-transformed. School characteristics, including school campus area, play area, and building area (per student) were assessed retrospectively in 2004–2005 using land-use parcel data, site visits, ortho-photos, architectural plans, and site maps. In 2006, linear mixed models using SAS PROC MIXED were fit to examine associations between school environmental variables and physical activity, controlling for potentially confounding variables. Results Area per enrolled student ranged from 8.8 to 143.7 m2 for school campuses, from 12.1 to 24.7 m2 for buildings, and from 0.4 to 58.9 m2 for play areas. Play area comprised from 3% to 62% of total campus area across schools. In separate regression models, school campus area per student (β=0.2244, p<0.0001); building area per student (β=2.1302, p<0.02); and play area per student (β=0.347, p<0.0001) were each directly associated with log-TriTrac-R3D vector magnitude. Given the range of area density measures in this sample of schools, this translates into an approximate 20% to 30% increase in average vector magnitude, or walking 2 extra miles over the course of a week. Conclusions Larger school campuses, school buildings, and play areas (per enrolled student) are associated with higher levels of physical activity in middle school students. PMID:17673097

[Habits and problems of sleep in adolescent students].

PubMed

Lazaratou, E; Dikeos, D; Anagnostopoulos, D; Soldatos, C

2008-07-01

The evaluation of sleep habits and sleep related problems in high school adolescent students in the Athens area and the assessment of these problems' relation to demographic and other variables was investigated by the Athens Insomnia Scale - 5 item version (AIS-5), which was administered to 713 adolescent Senior High School students in the Greater Athens Area. Data such as age, sex, school records, and time spent per week in school-related and extracurricular activities were collected. The sample's mean sleep duration was 7,5 hours, mean bedtime 12:20 am and wake-up time 7:15 am. Total sleep time was not affected by gender, but was influenced by time spent in various activities. Sleep complaints were related to delayed sleep, onset latency and insufficient total duration of sleep. Girls complained more than boys, while correlations showed that students with lower academic per formance and those in second grade were more likely to have higher AIS-5 scores. The results show that sleep time of high school students is dependent on practical matters such as school schedule and other activities, while sleep complaints are related to female gender, bad school performance as well as to the second grade. The difference between actual sleep time and sleep complaints should be considered when studying the sleep of adolescents.

Special Educators and Data Recording: What's Delayed Recording Got to Do With It?

ERIC Educational Resources Information Center

Jasper, Andrea D.; Taber Doughty, Teresa

2015-01-01

This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student's target behavior occurred, (b) immediately after the…

Should medical students track former patients in the electronic health record? An emerging ethical conflict.

PubMed

Brisson, Gregory E; Neely, Kathy Johnson; Tyler, Patrick D; Barnard, Cynthia

2015-08-01

Medical students are increasingly using electronic health records (EHRs) in clerkships, and medical educators should seek opportunities to use this new technology to improve training. One such opportunity is the ability to "track" former patients in the EHR, defined as following up on patients in the EHR for educational purposes for a defined period of time after they have left one's direct care. This activity offers great promise in clinical training by enabling students to audit their diagnostic impressions and follow the clinical history of illness in a manner not possible in the era of paper charting. However, tracking raises important questions about the ethical use of protected health information, including concerns about compromising patient autonomy, resulting in a conflict between medical education and patient privacy. The authors offer critical analysis of arguments on both sides and discuss strategies to balance the ethical conflict by optimizing outcomes and mitigating harms. They observe that tracking improves training, thus offering long-lasting benefits to society, and is supported by the principle of distributive justice. They conclude that students should be permitted to track for educational purposes, but only with defined limits to safeguard patient autonomy, including obtaining permission from patients, having legitimate educational intent, and self-restricting review of records to those essential for training. Lastly, the authors observe that this conflict will become increasingly important with completion of the planned Nationwide Health Information Network and emphasize the need for national guidelines on tracking patients in an ethically appropriate manner.

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

NASA Astrophysics Data System (ADS)

Beichner, Robert J.

2011-04-01

How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more successful in later engineering courses. 4) Top students gain the most, although students at all levels benefit. 5) Conceptual learning and problem solving are significantly improved, with same content coverage. In this talk I will discuss the need for reform, the SCALE-UP classroom environment, and examine the findings of studies of learning.

Identifying productive resources in secondary school students' discourse about energy

NASA Astrophysics Data System (ADS)

Harrer, Benedikt

A growing program of research in science education acknowledges the beginnings of disciplinary reasoning in students' ideas and seeks to inform instruction that responds productively to these disciplinary progenitors in the moment to foster their development into sophisticated scientific practice. This dissertation examines secondary school students' ideas about energy for progenitors of disciplinary knowledge and practice. Previously, researchers argued that students' ideas about energy were constrained by stable and coherent conceptual structures that conflicted with an assumed unified scientific conception and therefore needed to be replaced. These researchers did not attend to the productive elements in students' ideas about energy. To analyze the disciplinary substance in students' ideas, a theoretical perspective was developed that extends Hammer and colleagues' resources framework. This elaboration allows for the identification of disciplinary productive resources---i.e., appropriately activated declarative and procedural pieces of knowledge---in individual students' utterances as well as in the interactions of multiple learners engaged in group learning activities. Using this framework, original interview transcripts from one of the most influential studies of students' ideas about energy (Watts, 1983. Some alternative views of energy. Physics Education, 18/5, 213-217) were analyzed. Disciplinary productive resources regarding the ontology of energy, indicators for energy, and mechanistic reasoning about energy were found to be activated by interviewed students. These valuable aspects were not recognized by the original author. An interpretive analysis of video recorded student-centered discourse in rural Maine middle schools was carried out to find cases of resource activation in classroom discussions. Several cases of disciplinary productive resources regarding the nature of energy and its forms as well as the construction of a mechanistic energy story were identified and richly described. Like energy, resources are manifested in various ways. The results of this study imply the necessity of appropriate disciplinary training for teachers that enables them to recognize and productively respond to disciplinary progenitors of the energy concept in students' ideas.

Clinical audit teaching in record-keeping for dental undergraduates at International Medical University, Kuala Lumpur, Malaysia.

PubMed

Chong, Jun A; Chew, Jamie K Y; Ravindranath, Sneha; Pau, Allan

2014-02-01

This study investigated the impact of clinical audit training on record-keeping behavior of dental students and students' perceptions of the clinical audit training. The training was delivered to Year 4 and Year 5 undergraduates at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It included a practical audit exercise on patient records. The results were presented by the undergraduates, and guidelines were framed from the recommendations proposed. Following this, an audit of Year 4 and Year 5 students' patient records before and after the audit training was carried out. A total of 100 records were audited against a predetermined set of criteria by two examiners. An email survey of the students was also conducted to explore their views of the audit training. Results showed statistically significant improvements in record-keeping following audit training. Responses to the email survey were analyzed qualitatively. Respondents reported that the audit training helped them to identify deficiencies in their record-keeping practice, increased their knowledge in record-keeping, and improved their record-keeping skills. Improvements in clinical audit teaching were also proposed.

[Public health education integrated in hospital. An internship proposal, "Medical information and pharmacology"].

PubMed

Boulay, F; Chevallier, T; Staccini, P; Chichmanian, R M

1997-06-01

According to a recent circular reforming french medical studies, we propose a teaching of medical information and pharmacology in situ within hospital instructions. Students could acquire an investigation methodology on the medicine economy. It will cover in four sessions the succeeding stages of medical information processing and be subject to an assessment: case studies and appreciation on student's, instruction record. By combining public health teaching with clinical practice, our project promotes its development in contact with other learnings and activities such as clinical research.

Summer enrichment partnership (SEP) - society of hispanic professional engineers (SHPE)

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

Vela, C.E.

1994-12-31

SEP recruits talented Hispanic high school students in the Washington metropolitan area and seeks to increase the number of Hispanics who enter graduate programs in engineering and science. New students are exposed to engineering, experimental science and business, and visit R&D centers and corporations. Returning students take college level courses, such as Vector-Based Analytic Geometry and Probability and Statistics. Advanced students work on special projects. Hispanic engineers, scientists, and managers offer career guidance. Parental participation is actively encouraged. Students are selected based on: (a) commitment to succeed, (b) academic record, and (c) willingness to attend the program through graduation. Coursesmore » are taught by university faculty, with one teacher assistant per five students. Program evaluation encompasses: (1) student participation and performance, (2) school achievement, and (3) continuation to college. SEP is a partnership between the Society of Hispanic Professional Engineers, The Catholic University of America, NASA, school districts, parents and students, and Hispanic professionals.« less

Profiling Oman education data using data mining approach

NASA Astrophysics Data System (ADS)

Alawi, Sultan Juma Sultan; Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd

2017-10-01

Nowadays, with a large amount of data generated by many application services in different learning fields has led to the new challenges in education field. Education portal is an important system that leads to a better development of education field. This research paper presents an innovative data mining techniques to understand and summarizes the information of Oman's education data generated from the Ministry of Education Oman "Educational Portal". This research embarks into performing student profiling of the Oman student database. This study utilized the k-means clustering technique to determine the students' profiles. An amount of 42484-student records from Sultanate of Oman has been extracted for this study. The findings of this study show the practicality of clustering technique to investigating student's profiles. Allowing for a better understanding of student's behavior and their academic performance. Oman Education Portal contain a large amounts of user activity and interaction data. Analyses of this large data can be meaningful for educator to improve the student performance level and recognize students who needed additional attention.

International Science Olympiad participants' experiences and perceptions on private education

NASA Astrophysics Data System (ADS)

Park, Kyeong jin; Ryu, Chun-Ryol; Choi, Jinsu

2016-04-01

The International Science Olympiad is an international intellectual olympic in which students, aging under 20 and who have not entered university, compete using their creative problem solving skills in the field of science. Many nations participate in the Olympiad with great interest, for this competition is a global youth science contest which is also used to measure national basic science levels. However in Korea, benefits for Olympiad participants were reduced because issues were risen that the Olympiad could intensify private education. This resulted in a continuous decrease in the number of applicants, bringing national competitiveness deterioration to concern. Therefore in this study, we identified the problems by analyzing the actual conditions of Olympiad participants' private education, and sought support plans to activate Olympiad participation. For this use, we conducted a survey of 367 summer school and winter school acceptees in 9 branches. 68.9% of the students were preparing for the Olympiad by private education, and the highest percentage answered that their private education expenses were an average of 3~5 million won. Olympiad preparation took up 30~50% of all private education, showing that private education greatly influences the preparing processes for the Olympiad. Meanwhile the participants perceived that in order to reduce Olympiad-related private education, the following should be implemented priority: supply of free high-quality on-line education materials, and easy access to Olympiad related information. It was also suggested that the most effective and needed education methods were school olympiad preparation classes, on-line education expansion, and special lectures and mentoring from olympiad-experienced senior representatives. Additionally, as methods to activate Olympiad participation, it was thought that award records should be allowed to be used in college applications by enabling award records into student records and special admission programs for olympiad participants. Keywords: International Science Olympiad, activating olympiad, special admission program

Relationship of Body Mass Index with Diet, Physical Activities, and Lifestyles of Dental Students.

PubMed

Habib, Syed R; Alghofaily, Sakhar; Alshamrani, Hussam; Alhammad, Abdullah; Awan, Kamran Habib

2017-10-01

The objective of the study was to investigate the prevalence of overweight issues and obesity by recording the body mass index (BMI) and explore the dietary habits, physical activities (PAs), and lifestyles of male students at the College of Dentistry, King Saud University. A custom-designed self-administrative form and questionnaire were used in this study for data collection. The first part of the form was used to record the participants' height and weight for the BMI. The participants were grouped as underweight (BMI < 18.5), normal weight (BMI = 18.5-24.9), overweight (BMI = 25-29.9), and obese (BMI > 30.0). The second part comprised questions related to the dietary habits, PAs, and lifestyles of the male dental students. Chi-squared test was used to generate the significance of each question at significance <0.05. A total of 211 male students (mean age 22.31 ± 2.10 years) participated in the study (response rate 78.1%). The findings revealed that 29 and 28% of the dental students were overweight and obese respectively. A statistically significant difference (p < 0.05) between the groups was found for the questions asked about time spent exercising per day (p = 0.003), time spent sporting per week (p = 0.003), and time spent watching television and internet surfing per day (p = 0.012). The prevalence of overweight issues and obesity is high among the dental students compared with the general population of Saudi Arabia, and there is a need for intervention programs to combat obesity among the dental students. The awareness about PA, healthy diet/lifestyle, consequences of overweight and obesity on their health and profession must be increased among the dental students to avoid future complications. The impact of obesity on individuals' oral health and its influence on dental treatment protocols and postoperative procedures has been well documented. Dental students are more prone to obesity due to their lifestyle with less PA and disordered eating habits and, thereby, are prone to obesity-related health hazards.

The Primary Language Record at P.S. 261: How Assessment Transforms Teaching and Learning. A Series on Authentic Assessment and Accountability.

ERIC Educational Resources Information Center

Falk, Beverly; Darling-Hammond, Linda

This report examines outcomes of the Primary Language Record (PLR), a program for systematically observing students in various aspects of their literacy development. The PLR uses classroom events and samples of student work to record students' progress and interests, recommend strategies for addressing needs and building on talents, and discuss…

Tape Recorded Textbooks for the Blind: A Survey of Producers and Users.

ERIC Educational Resources Information Center

Aldrich, Frances K.; Parkin, Alan J.

1988-01-01

Volunteers (n=55) who produce narrated tape recordings of textbooks for use by visually handicapped students were surveyed to determine their recording experience, equipment, guidance, and feedback. Eighty visually handicapped students who used the recordings in higher education were also surveyed concerning waiting time for books, listening…

Balancing Participation across Students in Large College Classes via Randomized Participation Credit

ERIC Educational Resources Information Center

McCleary, Daniel F.; Aspiranti, Kathleen B.; Foster, Lisa N.; Blondin, Carolyn A.; Gaylon, Charles E.; Yaw, Jared S.; Forbes, Bethany N.; Williams, Robert L.

2011-01-01

The study examines the effects of randomized credit on the percentage of students participating at four predefined levels. Students recorded their comments on specially designed record cards, and days were randomly selected for participation credit. This arrangement balanced participation across students while cutting instructor time for recording…

Confidentiality and Student Records: Ten Ways to Invite Legal Challenges

ERIC Educational Resources Information Center

Essex, Nathan L.

2004-01-01

Confidentiality of student educational records is a serious issue. Disclosure of sensitive information in a student's personal file without prior written consent can be legally troublesome, especially when information is transmitted to others who have no legitimate educational interest in the student. Damaging information disclosed to a third…

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

NASA Astrophysics Data System (ADS)

Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-03-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term `unintended' learning to distinguish it from `intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be shared by the whole class. Furthermore, we argue that teachers' deliberate action and a more interactive classroom culture are necessary in order to allow students to develop, in addition to heuristic passion, persuasive passion towards their unintended learning.

Assessment of an outreach program for eighth-grade science students: Measurement of affective and cognitive gains

NASA Astrophysics Data System (ADS)

Hauge, James Brian

1998-12-01

The College of Sciences and Mathematics Science Outreach Initiative was a program designed to attract students with the interest and ability to succeed in science and to keep them interested until they entered college. In this way, the Initiative sought to address the problem of a projected shortfall of scientists and engineers in the future. This study was conducted to evaluate the goals of the eighth grade component of the COSAM Initiative. These goals included: increased interest in and self-efficacy relating to science, increased achievement in science and mathematics, and increased enrollment in science and mathematics classes. Data were collected from 48 participants and 43 non-participants with surveys and from student records. Pre-treatment Chi-Square tests revealed that the groups did not differ in ethnicity, race, family income, parents' education, or parents' occupation. The surveys used were a total battery interest survey including (1) the Learning Science Things Survey (to measure interest in science topics), the Activities Interest Survey (to measure interest in science activities), the Career Orientation Survey (to measure interest in science careers) and the Learning Methods Survey (to measure interest in learning by experiential methods), (2) the Saturday Academy Survey (to measure self-efficacy concerning science activities), (3) the Saturday Academy Electronics/Eye Quiz (to test ability relating to science activities), and (4) the Summer Science Camp Survey (to measure interest in and self-efficacy concerning science activities). Student grades, SAT, and OLSAT scores, and the kinds of science and mathematics courses enrolled in during seventh and eighth grades were obtained from school records. Analysis of data using a mixed ANOVA design revealed that participation in the COSAM Initiative had no significant effect on interest in science as measured by the total battery survey. Similar analysis of Saturday Academy Survey data revealed that the participant group showed significantly greater gains in self-efficacy regarding science activities than did the non-participant group. No correlation was found between self-efficacy and ability as measured by the Electronics/Eye Quiz. Analysis of Summer Science Camp Survey data with paired samples tests revealed that interest and self-efficacy significantly increased after treatment. Interest and self-efficacy relating to Summer Science Camp activities were positively correlated after treatment. No significant effects were detected to indicate that participation in the COSAM Initiative positively affected school grades, standardized test scores, or increased the number of science and mathematics courses in which students enrolled.

Managing Dental Office Records. Student's Manual [and] Instructor's Guide.

ERIC Educational Resources Information Center

Graf, Sandra Kovacs

The student's manual of this set consists of materials for use by individuals enrolled in an extension course in managing dental office records. Addressed in the individual units of the course are the following topics: clinical records, dental insurance, recall systems, inventory control, and financial records. Each unit contains some or all of…

Real World, Pretend Universities.

ERIC Educational Resources Information Center

Ericson, Jon

1993-01-01

Corruption in college athletics requires immediate attention through monitoring and publication of student-athletes' academic records. Privacy can be protected three ways: modification of federal law concerning student records; implementing voluntary disclosure; and exposing exploitation of African-American student athletes by examining their…

[The Audiovisual Method of Studying Russian.

ERIC Educational Resources Information Center

Grebenshchikov, V.

1965-01-01

Activity in the audiovisual teaching of French to students from Afro-Asiatic countries after the second World War at the Pedagogical Institute of St.-Cloud inspired Professor P. Guberin of Zagreb University to develop a course of 50 lessons for teaching Russian by this method. The use of tapes, films, and textbooks with records is treated here,…

Using Videos and Multimodal Discourse Analysis to Study How Students Learn a Trade

ERIC Educational Resources Information Center

Chan, Selena

2013-01-01

The use of video to assist with ethnographical-based research is not a new phenomenon. Recent advances in technology have reduced the costs and technical expertise required to use videos for gathering research data. Audio-visual records of learning activities as they take place, allow for many non-vocal and inter-personal communication…

250 ms to Code for Action Affordance during Observation of Manipulable Objects

ERIC Educational Resources Information Center

Proverbio, Alice Mado; Adorni, Roberta; D'Aniello, Guido Edoardo

2011-01-01

It is well known that viewing graspable tools (but not other objects) activates motor-related brain regions, but the time course of affordance processing has remained relatively unexplored. In this study, EEG was continuously recorded from 128 scalp sites in 15 right-handed university students while they received stimuli in the form of 150…

The Education of a Teacher. Essays on American Culture.

ERIC Educational Resources Information Center

Wolf, Howard

Written in the immediacy of the Vietnam period and its aftermath, these essays record, from the perspective of a college professor, the dramatic shifts of students from the active, even violent, style of protests for social justice of the sixties to the self-interested "protest of style" of the seventies, to the insecurity and career orientation…

What's Going on in Gym: Descriptive Studies of Physical Education Classes. Monograph 1. Motor Skills: Theory into Practice.

ERIC Educational Resources Information Center

Anderson, William G., Ed.; Barrette, Gary T., Ed.

This monograph reports on the establishment of a videotape data bank designed to record activities in physical education classes for analyzing and describing teacher and student behaviors. The process of obtaining approximately 80 tapes of elementary and high schools classes and of developing procedures for efficiently describing what was…

Meglio di ieri: Educational Films, National Identity, and Citizenship in Italy from 1948 to 1968

ERIC Educational Resources Information Center

Bruch, Anne

2016-01-01

This article examines a series of educational films and documentaries produced between 1948 and 1968 that document the activities of the Italian state. These films, which record the dedicated and arduous work of the Italian government and administration, had two functions. First, they informed students and the general public about the democratic…

Promoting College and Career Success: Portfolio Assessment for Student Veterans

ERIC Educational Resources Information Center

Council for Adult and Experiential Learning, 2014

2014-01-01

Active service members and veterans are pursuing postsecondary degrees in record numbers today, due in large part to the GI Bill education benefits that can cover much or all of the cost. An important tool for helping service members and veterans succeed in postsecondary education is prior learning assessment (PLA). PLA is a process that includes…

78 FR 28810 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-16

..., Perkins and TEACH Grant Total and Permanent Disability Discharge Forms AGENCY: Federal Student Aid (FSA... notice will be considered public records. Title of Collection: Direct Loan, FFEL, Perkins and TEACH Grant... 1965, as amended, applies for discharge of his or her Direct Loan, FFEL, or Perkins loan program loans...

The Devil in Mr. Smith: A Conversation with Jonathan Z. Smith

ERIC Educational Resources Information Center

Smith, Jonathan Z.; Pearson, Thomas; Gallagher, Eugene V.; Jensen, Tim; Fujiwara, Satoko

2014-01-01

This interview was recorded in November 2012 in Jonathan Z. Smith's Hyde Park graystone. Professor Smith offers insights into how he thinks about his classroom teaching and his students' learning through descriptions of various assignments and classroom activities he has developed over more than forty years of teaching. The discussion…

A Guide to 1999-2000 SARs and ISIRs.

ERIC Educational Resources Information Center

Office of Postsecondary Education, Washington DC. Student Financial Assistance Programs.

This guide is intended to help financial aid administrators (FAAs) interpret student financial aid information that appears in the Student Aid Report (SAR), a paper output document sent to the student, or in an Institutional Student Information Record (ISIR), which is an electronic record sent to the institution. The guide explains the codes and…

Oceans of Opportunity: Partnerships to Increase Minority Student Involvement in the Marine Geosciences

NASA Astrophysics Data System (ADS)

Pride, C.; Christensen, B.

2007-12-01

The Oceans of Opportunity program to increase involvement of traditionally under-represented students in the marine geosciences is in its final phase of track 1 funding from NSF. The program employs a tiered approach to research, teaching and outreach activities to enhance the K-12 to graduate pipeline. Partner institutions include Savannah State University, an HBCU in coastal Georgia; Adelphi University serving a minority population from NYC; the Georgia State University Bio-Bus serving the metro-Atlanta area; and the Joint Oceanographic Institutions. The Oceans of Opportunity education pipeline includes 1) service learning activities implemented by SSU marine science majors in partner public schools with high minority enrollment; 2) outreach by the Georgia State University Bio-Bus to Savannah area schools; 3) expansion of the SSU geoscience curriculum; and 4) development of activities based on models of ODP cores for use in both outreach and college teaching. Service learning through SSU classes has permitted contact with a large number of K-12 students. More than 1000 predominantly African-American K-12 students completed hands-on lessons on plate tectonics and plankton contributors to marine sediments in the two years of this program under the guidance of HBCU science majors. Lessons on use of the marine sediment and fossil record as proxies in paleoclimatic studies using replicas of ODP cores were delivered to 600 students in the Savannah school system and about 2000 visitors to the Georgia Aquarium in Atlanta. The marine geoscience lessons delivered at the high school level resulted in greater test score improvement when the topic had already been thoroughly introduced by the teacher. A survey of science attitudes of the high school students (n=419) indicates African-American high school students have low levels of enjoyment of and interest in the sciences. In addition, more female than male African-American students are enrolling in science courses and intend to become science majors. The geosciences fared worse than most other STEM fields with most college-bound students saying that they did not intend on taking a geoscience course in college. We established Research Training Groups (RTGs) including undergraduate and graduate students focusing on 1) Georgia shelf, estuarine and marsh dynamics, and 2) South African Pleistocene paleoceanography. Collaborative projects between SSU and Adelphi during the course of this program have engaged 12 students (75% minority) in research on shelf and salt marsh micropaleontology and sedimentation, diatoms in modern estuarine environments, and South African paleoclimate using ODP records. RTG students have also developed a marine sediment repository at SSU, participated in field excursions and research cruises, and presented their research at conferences.

Hepatitis B virus seroconversion rates among health sciences students in the southeastern United States.

PubMed

Bookstaver, P Brandon; Foster, Jenna L; Lu, Z Kevin; Mann, Joshua R; Ambrose, Chelsea; Grant, Amy; Burgess, Stephanie

2016-01-01

To investigate the hepatitis B virus (HBV) seroconversion rate among health sciences students. The study included pharmacy, doctor of nursing, and medical students over 18 years of age enrolled at the University of South Carolina between 2007 and 2011. The primary end point was HBV seroconversion rates among students at the initial reporting period. Seroconversion was defined as hepatitis B surface antibody (anti-HBs) level greater than or equal to 10 mIU/mL. Multivariate regression analysis was used to determine predictive factors of seroconversion. Of 777 records, data were available for 709 students. An 83.9% seroconversion rate was observed after a mean of 10 years between vaccine receipt and anti-HBs evaluation. Students with incomplete HBV vaccine series and longer time between initial series and evaluation were less likely to exhibit antibody response. These data highlight the importance of assessment and documentation of HBV vaccination series among health sciences students prior to direct patient care activities.

A phenomenological study of millennial students and traditional pedagogies.

PubMed

Toothaker, Rebecca; Taliaferro, Donna

The Millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate Millennial nursing students find engaging and meaningful. The purpose of this study was to identify the perception of Millennial students participating in traditional pedagogies and its significant implications for nursing education. This interpretive phenomenological study recorded the lived experiences of Millennial nursing students' experiences in traditional classrooms. One on one interviews with 13 Millennial students were conducted. Data collection and analysis aligned with van Manen's method. There are five themes that emerged from the data: physically present, mentally dislocated; unspoken peer pressure; wanting more from the professors; surface learning; and lack of trust. The essence focuses around the central theme of belonging, while students identified the most significant challenge in a classroom was disengaging professors. Recommendations for faculty to engage nursing students through a method of shared responsibility of educational approach are given. Blended teaching pedagogies that offer traditional and active methods are recommended. Published by Elsevier Inc.

"It's Funny that We Don't See the Similarities when that's what We're Aiming for"—Visualizing and Challenging Teachers' Stereotypes of Gender and Science

NASA Astrophysics Data System (ADS)

Andersson, Kristina

2012-04-01

This study illuminates teachers' conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman's and Beauvoir's theories of gender. The results show that the teachers' ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, "reasoning around similarity", where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls' ways of working with science are not as highly valued as the boys', and this outlook on children can ultimately have consequences for girls' attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get "a glimpse of themselves", and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.

[An outbreak of foot pain syndrome among students from a senior high school in Foshan, Guangdong province, 2014].

PubMed

Chen, Fengling; Shao, Zhaoming; Liang, Chaobin; Wang, Xiangbo; Yang, Xueyuan; Yao, Guizhong; Zhao, Shuqing; Wang, Lili; Ou, Zhongying; Zhang, Lijie; Luo, Huiming

2015-06-01

To identify the cause of an outbreak of foot pain syndrome among students from a senior high school in Foshan. We defined a suspect case as onset of foot pain/numbness with unknown reason among students and teachers in a school of Foshan city, from February 10 to March 16, 2014. A suspect case was noticed as having both food pain and numbness. All the cases were searched through reviewing medical records in the nearby hospitals and school's clinic, also the records of absenteeism in school. Clinical information was collected from all the students, using a standardized questionnaire. Daily temperature was collected from all the students, between January 1 and March 31, 2014. A 1 : 2 individual matched case-control study was conducted to identify related risk factors on this epidemic. We interviewed all the cases and controls on their diet, physical activities and measures used for warming. A total of 407 case-students were identified, with an attack rate (AR) as 26.5%. The AR was 37.3% in girls, compared to 12.9% in boys. The difference was statistically significant (χ² = 115.1, P < 0.01). Boarding students had a higher AR (31.8%) than the commuting students (16.2%). The difference was statistically significant (χ² = 43.2, P < 0.01). In girls, boarding students had higher AR (46.1%) than those commuting students (18.5%). The difference was statistically significant (χ² = 61.4, P < 0.01). No statistically significant difference was found between boarding or commuting students in boys. Outdoor temperature was coming down from 23 °C on February 6 to 6 °C on February 13, but gradually rose to 23 °C on February 28. There was a positive relationship (r = 0.65, P = 0.002) noticed between daily maximum temperature and the number of cases during February 13-28. Results from this case-control study showed that factors as lacking physical activities (OR = 2.8, 95% CI: 1.5-5.6), feeling cold in bed (OR = 3.0, 95% CI: 1.3-7.0) and having experienced similar symptoms (OR = 3.4, 95% CI: 1.1-11.0) could increase the risk of this disease. This outbreak was possibly caused by the abrupt fluctuation of temperature within a short period.

Probing the Natural World, Level III, Record Book, Student Guide: What's Up? Intermediate Science Curriculum Study.

ERIC Educational Resources Information Center

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the student's edition of the Record Book for the unit "What's Up" of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). Space is provided for answers to the questions from the student text as well as for the optional excursions and the self evaluation. An introductory note to the student explains…

Over-adaptation and heart rate variability in Japanese high school girls.

PubMed

Sugawara, Yuko; Hiramoto, Izumi; Kodama, Hideya

2013-06-01

In the field of educational psychology in Japan, a model of "over-adaptation" has been applied to conceptualize the personality of students who are vulnerable to external stressors and prone to developing psychiatric problems. However, the influence of over-adaptation on physiological functions in adolescents is still largely unknown. Therefore, the present study aimed to investigate the association between an over-adapted tendency and autonomic nervous system activities in high school girls. Circadian profiles of cardiac autonomic nervous system activities in 47 normal high school girls were evaluated using time-domain measures of heart rate variability (HRV) taken from 24-h ambulatory electrocardiogram recordings, and their relation to an over-adaptation scale composed of 5 subscales was evaluated. A significant increase in RMSSD (root mean square of successive difference of normal-to-normal beat intervals) during daytime (09:00-14:00) was observed in students who scored high on the sum of the over-adaptation subscales (n=6). Two of the over-adaptation subscales, namely, "self-restraint" and "self-insufficiency", were positively correlated with time-domain measures. Parasympathetic activity in over-adapted students was elevated during school, and this autonomic response was suggested to be linked to over-adaptation subscales related to repressed emotions in over-adapted students. Thus, in over-adapted students, repressing emotions appears to be a style of coping, and may lead to a quiet, emotionally stable life in school, which in turn may result in parasympathetic activation. Copyright © 2013 Elsevier B.V. All rights reserved.

Electroencephalogram evidence for the activation of human mirror neuron system during the observation of intransitive shadow and line drawing actions☆

PubMed Central

Zhu, Huaping; Sun, Yaoru; Wang, Fang

2013-01-01

Previous studies have demonstrated that hand shadows may activate the motor cortex associated with the mirror neuron system in human brain. However, there is no evidence of activity of the human mirror neuron system during the observation of intransitive movements by shadows and line drawings of hands. This study examined the suppression of electroencephalography mu waves (8–13 Hz) induced by observation of stimuli in 18 healthy students. Three stimuli were used: real hand actions, hand shadow actions and actions made by line drawings of hands. The results showed significant desynchronization of the mu rhythm (“mu suppression”) across the sensorimotor cortex (recorded at C3, Cz and C4), the frontal cortex (recorded at F3, Fz and F4) and the central and right posterior parietal cortex (recorded at Pz and P4) under all three conditions. Our experimental findings suggest that the observation of “impoverished hand actions”, such as intransitive movements of shadows and line drawings of hands, is able to activate widespread cortical areas related to the putative human mirror neuron system. PMID:25206595

Documenting and Interpreting Ways to Engage Students in `Thinking Like a Physicist'

NASA Astrophysics Data System (ADS)

van Zee, Emily; Manogue, Corinne

2010-10-01

The Paradigms in Physics Program at Oregon State University has adapted a variety of interactive pedagogies to engage students in `thinking like a physicist.' Video recordings of class sessions document what the students and instructor say and do. This paper discusses development of narrative interpretations of such videos. Examples are drawn from two detailed narratives of activities during which the main ideas emerged during the wrap-up discussions rather than during the tasks that the students had been doing in their small groups. The goal of these `compare and contrast' wrap-up discussions was to help the students envision connections among geometric and algebraic representations of the mathematics they would be using during the coming weeks of instruction in quantum mechanics. The purpose of the narratives is to provide examples of wrap-up discussions with commentary about ways in which the instructor was choosing to guide this process.

Investigating diffusion with technology

NASA Astrophysics Data System (ADS)

Miller, Jon S.; Windelborn, Augden F.

2013-07-01

The activities described here allow students to explore the concept of diffusion with the use of common equipment such as computers, webcams and analysis software. The procedure includes taking a series of digital pictures of a container of water with a webcam as a dye slowly diffuses. At known time points, measurements of the pixel densities (darkness) of the digital pictures are recorded and then plotted on a graph. The resulting graph of darkness versus time allows students to see the results of diffusion of the dye over time. Through modification of the basic lesson plan, students are able to investigate the influence of a variety of variables on diffusion. Furthermore, students are able to expand the boundaries of their thinking by formulating hypotheses and testing their hypotheses through experimentation. As a result, students acquire a relevant science experience through taking measurements, organizing data into tables, analysing data and drawing conclusions.

Integration and Exploitation of Advanced Visualization and Data Technologies to Teach STEM Subjects

NASA Astrophysics Data System (ADS)

Brandon, M. A.; Garrow, K. H.

2014-12-01

We live in an age where the volume of content available online to the general public is staggering. Integration of data from new technologies gives us amazing educational opportunities when appropriate narratives are provided. We prepared a distance learning credit bearing module that showcased many currently available data sets and state of the art technologies. It has been completed by many thousands of students with good feedback. Module highlights were the wide ranging and varied online activities which taught a wide range of STEM content. For example: it is well known that on Captain Scott's Terra Nova Expedition 1910-13, three researchers completed the "the worst journey in the world" to study emperor penguins. Using their primary records and clips from location filmed television documentaries we can tell their story and the reasons why it was important. However using state of the art content we can go much further. Using satellite data students can trace the path the researchers took and observe the penguin colony that they studied. Linking to modern Open Access literature students learn how they can estimate the numbers of animals in this and similar locations. Then by linking to freely available data from Antarctic Automatic Weather Stations students can learn quantitatively about the climatic conditions the animals are enduring in real time. They can then download and compare this with the regional climatic record to see if their observations are what could be expected. By considering the environment the penguins live in students can be taught about the evolutionary and behavioural adaptations the animals have undergone to survive. In this one activity we can teach a wide range of key learning points in an engaging and coherent way. It opened some students' eyes to the range of possibilities available to learn about our, and other planets. The addition and integration of new state of the art techniques and data sets only increases the opportunities to teach STEM in ways that truly grab attention.

Senior physiotherapy students as standardised patients for junior students enhances self-efficacy and satisfaction in both junior and senior students.

PubMed

Mandrusiak, Allison M; Isles, Rosemary; Chang, Angela T; Choy, Nancy L Low; Toppenberg, Rowena; McCook, Donna; Smith, Michelle D; O'Leary, Karina; Brauer, Sandra G

2014-05-23

Standardised patients are used in medical education to expose students to clinical contexts and facilitate transition to clinical practice, and this approach is gaining momentum in physiotherapy programs. Expense and availability of trained standardised patients are factors limiting widespread adoption, and accessing clinical visits with real patients can be challenging. This study addressed these issues by engaging senior students as standardised patients for junior students. It evaluated how this approach impacted self-reported constructs of both the junior and senior students. Learning activities for undergraduate physiotherapy students were developed in five courses (Neurology, Cardiorespiratory and three Musculoskeletal courses) so that junior students (Year 2 and 3) could develop skills and confidence in patient interview, physical examination and patient management through their interaction with standardised patients played by senior students (Year 4). Surveys were administered before and after the interactions to record junior students' self-reported confidence, communication, preparedness for clinic, and insight into their abilities; and senior students' confidence and insight into what it is like to be a patient. Satisfaction regarding this learning approach was surveyed in both the junior and senior students. A total of 253 students completed the surveys (mean 92.5% response rate). Across all courses, junior students reported a significant (all P < 0.037) improvement following the standardised patient interaction in their: preparedness for clinic, communication with clients, confidence with practical skills, and understanding of their strengths and weaknesses in relation to the learning activities. Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P < 0.001). All students reported high satisfaction with this learning experience (mean score 8.5/10). This new approach to peer-assisted learning using senior students as standardised patients resulted in positive experiences for both junior and senior students across a variety of physiotherapy areas, activities, and stages within a physiotherapy program. These findings support the engagement of senior students as standardised patients to enhance learning within physiotherapy programs, and may have application across other disciplines to address challenges associated with accessing real patients via clinical visits or utilising actors as standardised patients.

The Impact of Recordings on Student Achievement in Critical Language Courses

ERIC Educational Resources Information Center

Scheyder, Elizabeth C.

2012-01-01

This study investigates the relationship between the use of classroom recordings and student achievement in critical foreign languages. Recording classrooms has become popular in recent years with the advent of digital media and inexpensive devices to play such files. It is now easy to create audio recordings of face-to-face classes and post them…

Tackling Production Techniques: Professional Studio Sound at Amateur Prices: the Power of the Portable Four-Track Audio Recorder.

ERIC Educational Resources Information Center

Robinson, David E.

1997-01-01

One solution to poor quality sound in student video projects is a four-track audio cassette recorder. This article discusses the advantages of four-track over single-track recorders and compares two student productions, one using a single-track and the other a four-track recorder. (PEN)

Student Perceptions of Effective Use of Tablet PC Recorded Lectures in Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Yoon, Caroline; Sneddon, Jamie

2011-01-01

Tablet PCs have been increasingly used in undergraduate courses to create recorded lectures that are close copies of the live lectures. Research has shown that students are largely positive about the availability of tablet PC recorded lectures. However, there is some concern that the availability of such faithful recordings may encourage students…

Graduate students teaching elementary earth science through interactive classroom lessons

NASA Astrophysics Data System (ADS)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others, bring basic science to life in second grade classrooms. We will be happy to share their story and to make our lesson plans available to a broader audience.

Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: the medical student perspective

PubMed Central

Shelvey, Bethany M; Coulman, Sion A; John, Dai N

2016-01-01

Background The current literature on undergraduate interprofessional education (IPE) for pharmacy and medical students highlights a range of positive outcomes, although to date IPE has focused predominantly on student views and experiences of IPE sessions with these opinions being sought at the end of the sessions. This study aimed to evaluate medical students’ experiences of therapeutics and prescribing IPE, with pharmacy students, 1 year following the session. Methods Following ethics committee approval, 3rd year medical students at Cardiff University were invited to participate using non-probability sampling. Topic guide development was informed by the literature and research team discussions, including a review of the materials used in the IPE session. Semi-structured one-to-one interviews explored experiences, prior to, during, and after the IPE session. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically. Results Eighteen medical students were interviewed; 11 were females. Seven themes were identified, namely 1) refinement of pre-session preparation, 2) session value, 3) learning with a pharmacy student, 4) learning about a pharmacist, 5) learning from a pharmacy student, 6) importance and application of what was learnt into practice, and 7) suggestions for change. Conclusion This study provides a valuable insight into medical students’ experiences of a therapeutics and prescribing IPE session and emphasizes the value they placed on interaction with pharmacy students. Medical students were able to recall clear learning experiences from the IPE session that had taken place 12 months earlier, which itself is an indicator of the impact of the session on the students. Furthermore, they were able to describe how knowledge and skills learnt had been applied to subsequent learning activities. Those developing IPE sessions should consider the following: clarify professional roles in the session content, incorporate IPE as a series of activities, and use small groups of students to optimize student–student interaction and active learning. PMID:27980450

Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

PubMed

Gaikwad, Nitin; Tankhiwale, Suresh

2014-01-01

Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and readily available Microsoft PowerPoint tool appealed to medical educators to use this kind of simple E-learning technology blended with traditional teaching to encourage active learning among students especially in a rural setup is attractive.

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

PubMed Central

Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

2015-01-01

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate the learning tasks development) promoted the awareness and the ability of student-coaches to explore alternative solutions and self-regulate their own learning. Using humor, touch, gestures and tone of voice, the coach educator showed great care for student-coaches, which impacted positively on their enthusiasm, confidence and desire to be actively engaged in their own learning. PMID:26336354

Didactical design based on sharing and jumping tasks for senior high school chemistry learning

NASA Astrophysics Data System (ADS)

Fatimah, I.; Hendayana, S.; Supriatna, A.

2018-05-01

The purpose of this research is to develop the didactical design of senior high school chemistry learning based on sharing and jumping tasks in shift equilibrium chemistry. Sharing tasks used to facilitate students slow learners with help by other students of fast learners so they engage in learning. While jumping tasks used to challenge fast learners students so they didn’t feel bored in learning. In developing the didactic design, teacher activity is not only to focus on students and learning materials but also on the relationship between students and learning materials. The results of the analysis teaching plan of shift equilibrium chemistry in attached Senior High School to Indonesia University of Education showed that the learning activities more focus on how the teacher teaches instead of how the process of students’ learning. The use of research method is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysing didactical condition before learning, (b) analyzing metapedadidactical, and (c) analyzing retrospective. Data were collected by test, observations, interviews, documentation and recordings (audio and video).The result showed that the didactical design on shift equilibrium chemistry was valid.

Accounting for Student Success: An Empirical Analysis of the Origins and Spread of State Student Unit-Record Systems

ERIC Educational Resources Information Center

Hearn, James C.; McLendon, Michael K.; Mokher, Christine G.

2008-01-01

This event history analysis explores factors driving the emergence over recent decades of comprehensive state-level student unit-record [SUR] systems, a potentially powerful tool for increasing student success. Findings suggest that the adoption of these systems is rooted in demand and ideological factors. Larger states, states with high…

Aligning the Effective Use of Student Data with Student Privacy and Security Laws

ERIC Educational Resources Information Center

Winnick, Steve; Coleman, Art; Palmer, Scott; Lipper, Kate; Neiditz, Jon

2011-01-01

This legal and policy guidance provides a summary framework for state policymakers as they work to use longitudinal data to improve student achievement while also protecting the privacy and security of individual student records. Summarizing relevant federal privacy and security laws, with a focus on the Family Educational Records and Privacy Act…

Identifying Early Warning Indicators in Three Ohio School Districts. REL 2016-118

ERIC Educational Resources Information Center

Stuit, David; O'Cummings, Mindee; Norbury, Heather; Heppen, Jessica; Dhillon, Sonica; Lindsay, Jim; Zhu, Bo

2016-01-01

In partnership with the Midwest Dropout Prevention Research Alliance the study team used student-level data and a five-step process to identify the most accurate indicators of students' failure to graduate from high school on time. Student-level data came from attendance records, transcripts, and discipline records of grade 8 and 9 students in…

Predicting SAT Performance from Advanced Course Content and Timing of Matriculation

ERIC Educational Resources Information Center

Patterson, Jonathan Sparks

2012-01-01

As record numbers of students are applying to selective colleges and universities, students are attempting to set themselves apart from their peers by taking rigorous advanced courses in high school. The race for improving a student's academic record has resulted in more and more students taking these courses earlier and earlier in their high…

34 CFR 99.20 - How can a parent or eligible student request amendment of the student's education records?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false How can a parent or eligible student request amendment of the student's education records? 99.20 Section 99.20 Education Office of the Secretary, Department of Education FAMILY EDUCATIONAL RIGHTS AND PRIVACY What Are the Procedures for Amending Education...

Follow-up Methodology: A Comprehensive Study and Evaluation of Academic, Technical and Vocational Del Mar College Graduates from September 1, 1973, Through August 31, 1975, Including Ways, Means, Instruments, Relationships, and Methods of Follow-up. TEX-SIS FOLLOW-UP SC4.

ERIC Educational Resources Information Center

Fite, Ronald S.

This report details the research activities conducted by Del Mar College, as a subcontractor of Project FOLLOW-UP, in the design, development, and implementation of a graduate follow-up system. The activities included questionnaire design, development of manual and computerized record-keeping systems, student-graduate identification, and…

Nitric oxide signaling pathways involved in the inhibition of spontaneous activity in the guinea pig prostate.

PubMed

Dey, Anupa; Lang, Richard J; Exintaris, Betty

2012-06-01

We investigated nitric oxide mediated inhibition of spontaneous activity recorded in young and aging guinea pig prostates. Conventional intracellular microelectrode and tension recording techniques were used. The nitric oxide donor sodium nitroprusside (10 μM) abolished spontaneous contractions and slow wave activity in 5 young and 5 aging prostates. Upon adding the nitric oxide synthase inhibitor L-NAME (10 μM) the frequency of spontaneous contractile and electrical activity was significantly increased in each age group. This increase was significantly larger in 4 to 8 preparations of younger vs aging prostates (about 40% to 50% vs about 10% to 20%, 2-way ANOVA p<0.01). Other measured parameters, including the duration, amplitude and membrane potential of spontaneous electrical and contractile activity, were not altered from control values. The guanylate cyclase inhibitor ODQ (10 μM) significantly increased the frequency of spontaneous activity by 10% to 30% in 6 young guinea pig prostates (Student paired t test p<0.05). However, it had no effect on aging prostates. The cGMP analogue 8-Br-GMP (1 μM) and the PDE5 inhibitor dipyridamole (1 μM) significantly decreased the frequency of contractile activity by about 70% in 4 to 9 young and older prostates (Student paired t test p<0.05). The decrease in the response to L-NAME in spontaneous contractile and slow wave activity in aging prostate tissue compared to that in young prostates suggests that with age there is a decrease in nitric oxide production. This may further explain the increase in prostatic smooth muscle tone observed in age related prostate specific conditions, such as benign prostatic hyperplasia. Copyright © 2012 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Learning physical examination skills outside timetabled training sessions: what happens and why?

PubMed

Duvivier, Robbert J; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2012-08-01

Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide. Interviews were recorded, transcribed and analyzed using qualitative methods. The interview guide was based on questionnaire results; overall response rate for Years 1-3 was 90% (n = 875). Students report a variety of activities to improve their physical examination skills. On average, students devote 20% of self-study time to skill training with Year 1 students practising significantly more than Year 3 students. Practice patterns shift from just-in-time learning to a longitudinal selfdirected approach. Factors influencing this change are assessment methods and simulated/real patients. Learning resources used include textbooks, examination guidelines, scientific articles, the Internet, videos/DVDs and scoring forms from previous OSCEs. Practising skills on fellow students happens at university rooms or at home. Also family and friends were mentioned to help. Simulated/real patients stimulated students to practise of physical examination skills, initially causing confusion and anxiety about skill performance but leading to increased feelings of competence. Difficult or enjoyable skills stimulate students to practise. The strategies students adopt to master physical examination skills outside timetabled training sessions are self-directed. OSCE assessment does have influence, but learning takes place also when there is no upcoming assessment. Simulated and real patients provide strong incentives to work on skills. Early patient contacts make students feel more prepared for clinical practice.

Learning through debate during problem-based learning: an active learning strategy.

PubMed

Mumtaz, Sadaf; Latif, Rabia

2017-09-01

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( n = 142). This series of debates helped 61% ( n = 111) of students to learn effectively about controversial issues. Seventy-one percent ( n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills. Copyright © 2017 the American Physiological Society.

Exploring the Development of Fifth Graders' Practical Epistemologies and Explanation Skills in Inquiry-Based Learning Classrooms

NASA Astrophysics Data System (ADS)

Wu, Hsin-Kai; Wu, Chia-Lien

2011-05-01

The purposes of this study are to explore fifth graders' epistemological views regarding their own experiences of constructing scientific knowledge through inquiry activities (i.e., practical epistemologies) and to investigate possible interactions between students' practical epistemologies and their inquiry skills to construct scientific explanations (i.e., explanation skills). Quantitative and qualitative data including interview transcripts, classroom video recordings, and pre- and post-tests of explanation skills were collected from 68 fifth graders in two science classes. Analyses of data show that after engaging in 5-week inquiry activities, students developed better inquiry skills to construct scientific explanations. More students realized the existence of experimental errors, viewed experimental data as evidence to support their claims, and had richer understanding about the nature of scientific questions. However, most students' epistemological beliefs were still naïve (the beginning level); they could not differentiate between experimental results and scientific knowledge and believed that the purpose of science is doing experiments or research. The results also show that students who held a more sophisticated epistemology (the intermediate level) tended to develop better inquiry skills than those with naïve beliefs. Analyses of classroom observations suggest possible explanations for how students reflected their epistemological views in their inquiry practices.

Teaching with Real-time Earthquake Data in jAmaSeis

NASA Astrophysics Data System (ADS)

Bravo, T. K.; Coleman, B.; Taber, J.

2011-12-01

Earthquakes can capture the attention of students and inspire them to explore the Earth. The Incorporated Research Institutions in Seismology (IRIS) and Moravian College are collaborating to develop cross-platform software (jAmaSeis) that enables students to access real-time earthquake waveform data. Users can record their own data from several different types of educational seismometers, and they can obtain data in real-time from other jAmaseis users nationwide. Additionally, the ability to stream data from the IRIS Data Management Center (DMC) is under development. Once real-time data is obtained, users of jAmaseis can study seismological concepts in the classroom. The user interface of the software is carefully designed to lead students through the steps to interrogate seismic data following a large earthquake. Users can process data to determine characteristics of seismograms such as time of occurrence, distance from the epicenter to the station, magnitude, and location (via triangulation). Along the way, the software provides graphical clues to assist student interpretations. In addition to the inherent pedagogical features of the software, IRIS provides pre-packaged data and instructional activities to help students learn the analysis steps. After using these activities, students can apply their skills to interpret seismic waves from their own real-time data.

Potential hazard of hearing damage to students in undergraduate popular music courses.

PubMed

Barlow, Christopher

2010-12-01

In recent years, there has been a rapid growth in university courses related to popular and commercial music, with a commensurate increase in the number of students studying these courses. Students of popular music subjects are frequently involved in the use of electronically amplified sound for rehearsal and recording, in addition to the "normal" noise exposure commonly associated with young people. The combination of these two elements suggests a higher than average noise exposure hazard for these students. To date, the majority of noise studies on students have focused on exposure from personal music players and on classical, orchestral, and marching band musicians. One hundred students across a range of university popular music courses were surveyed using a 30-point questionnaire regarding their musical habits both within and external to their university courses. This was followed by noise dosimetry of studios/recording spaces and music venues popular with students. Questionnaire responses showed 76% of subjects reported having experienced symptoms associated with hearing loss, while only 18% reported using hearing protection devices. Rehearsals averaged 11.5 hrs/wk, with a mean duration 2 hrs 13 mins and mean level of 98 dB LAEQ. Ninety-four percent of subjects reported attending concerts or nightclubs at least once per week, and measured exposure in two of these venues ranged from 98 to 112 dB LAEQ with a mean of 98.9 dB LAEQ over a 4.5-hr period. Results suggested an extremely high hazard of excessive noise exposure among this group from both their social and study-based music activities.

20 CFR 638.802 - Student records management.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 638.802 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Administrative Provisions § 638.802 Student records management. The Job Corps Director shall develop guidelines for a system of maintaining records...

Whither Arctic Sea Ice? - An Earth Exploration Toolbook chapter on the climate's canary in a coal mine

NASA Astrophysics Data System (ADS)

Meier, W. N.; Youngman, E.; Dahlman, L.

2007-12-01

Arctic sea ice is declining rapidly. Since 2002, summer Arctic sea ice extents have been at record or near-record lows; winter extents have also showed a marked decline. Even in comparison to the previous five extreme low years, the 2007 summer melt season has been stunning, with dramatically less ice than the previous record in 2005. This is further evidence that the Arctic sea ice may have already passed a tipping point toward a state without ice during the summer by 2050 or before. Such a change will have profound impacts on climate as well as human and wildlife activities in the region. The "Whither Arctic Sea Ice?" Earth Exploration Toolbook chapter (http://serc.carleton.edu/eet/seaice/index.html) exposes students to satellite-derived sea ice data and allows them to process and interpret the data to "discover" these sea ice changes for themselves. A sample case study in Hudson Bay has been developed that relates the physical changes occurring on the sea ice to peoples and wildlife that depend on the ice for their livelihood. This approach provides a personal connection for students and allows them to relate to the impacts of the changes. Suggestions are made for further case studies that can be developed using the same data relating to topical events in the Arctic. The EET chapter exposes students to climate change, scientific data, statistical concepts, and image processing software providing an avenue for the communication of IPY data and science to teachers and students.

Business Process Re-Engineering Applied to the Air Force Institute of Technology Office of the Registrar, Records Management.

DTIC Science & Technology

1994-12-01

additional assistance when needed. Captain Morgan’s assistance was especially appreciated since he came to the team while he was still a graduate student ...business practices. One of the primary areas targeted for study are the registrar/ student records departments (Moore, 1993:8-9). While investigating...The service academy portion was broken into segments: financial management, admissions, registrar/ student records, development/alumni and facilities

How One Teacher Uses Student Records. Profiles/Dolly Lambdin.

ERIC Educational Resources Information Center

Locke, Lawrence F.; Dodds, Patt

1982-01-01

A physical education teacher has created a recordkeeping system which maintains a continuous record of each student's progress in fitness tests, basic motor skills, specific play skills, and interpersonal behavior. The system helps with student motivation, administration, decision making, and building parental support. (PP)

76 FR 55057 - Privacy Act of 1974; System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-06

... Records. System location: U.S. Army Human Resources Command, Education Incentives Branch, 1600 Spearhead... Social Security Number (SSN); Military Occupational Specialty (MOS). Student Loan: Qualifying student loan name, amount of loan, date of loan transaction, student education loan number assigned by the...

Student Records

ERIC Educational Resources Information Center

Fields, Cheryl

2005-01-01

Another topic involving privacy has attracted considerable attention in recent months--the "student unit record" issue. The U.S. Department of Education concluded in March that it would be feasible to help address lawmakers' concerns about accountability in higher education by constructing a database capable of tracking students from institution…

Teaching Electronic Health Record Communication Skills.

PubMed

Palumbo, Mary Val; Sandoval, Marie; Hart, Vicki; Drill, Clarissa

2016-06-01

This pilot study investigated nurse practitioner students' communication skills when utilizing the electronic health record during history taking. The nurse practitioner students (n = 16) were videotaped utilizing the electronic health record while taking health histories with standardized patients. The students were videotaped during two separate sessions during one semester. Two observers recorded the time spent (1) typing and talking, (2) typing only, and (3) looking at the computer without talking. Total history taking time, computer placement, and communication skills were also recorded. During the formative session, mean history taking time was 11.4 minutes, with 3.5 minutes engaged with the computer (30.6% of visit). During the evaluative session, mean history taking time was 12.4 minutes, with 2.95 minutes engaged with the computer (24% of visit). The percentage of time individuals spent changed over the two visits: typing and talking, -3.1% (P = .3); typing only, +12.8% (P = .038); and looking at the computer, -9.6% (P = .039). This study demonstrated that time spent engaged with the computer during a patient encounter does decrease with student practice and education. Therefore, students benefit from instruction on electronic health record-specific communication skills, and use of a simple mnemonic to reinforce this is suggested.

Implementation of K-Means Clustering Method for Electronic Learning Model

NASA Astrophysics Data System (ADS)

Latipa Sari, Herlina; Suranti Mrs., Dewi; Natalia Zulita, Leni

2017-12-01

Teaching and Learning process at SMK Negeri 2 Bengkulu Tengah has applied e-learning system for teachers and students. The e-learning was based on the classification of normative, productive, and adaptive subjects. SMK Negeri 2 Bengkulu Tengah consisted of 394 students and 60 teachers with 16 subjects. The record of e-learning database was used in this research to observe students’ activity pattern in attending class. K-Means algorithm in this research was used to classify students’ learning activities using e-learning, so that it was obtained cluster of students’ activity and improvement of student’s ability. Implementation of K-Means Clustering method for electronic learning model at SMK Negeri 2 Bengkulu Tengah was conducted by observing 10 students’ activities, namely participation of students in the classroom, submit assignment, view assignment, add discussion, view discussion, add comment, download course materials, view article, view test, and submit test. In the e-learning model, the testing was conducted toward 10 students that yielded 2 clusters of membership data (C1 and C2). Cluster 1: with membership percentage of 70% and it consisted of 6 members, namely 1112438 Anggi Julian, 1112439 Anis Maulita, 1112441 Ardi Febriansyah, 1112452 Berlian Sinurat, 1112460 Dewi Anugrah Anwar and 1112467 Eka Tri Oktavia Sari. Cluster 2:with membership percentage of 30% and it consisted of 4 members, namely 1112463 Dosita Afriyani, 1112471 Erda Novita, 1112474 Eskardi and 1112477 Fachrur Rozi.

Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College

PubMed Central

Thompson, Rahmelle C.; Monroe-White, Thema; Xavier, Jeffrey; Howell, Courtney; Moore, Myisha Roberson; Haynes, J. K.

2016-01-01

Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program’s approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM. PMID:27562959

Predicting attendance at peer-assisted study sessions for statistics: role identity and the theory of planned behavior.

PubMed

White, Katherine M; Thomas, Ian; Johnston, Kim L; Hyde, Melissa K

2008-08-01

Using a prospective study of 77 1st-year psychology students' voluntary attendance at peer-assisted study sessions for statistics, the authors tested the addition of role identity to the theory of planned behavior. The authors used a revised set of role-identity items to capture the personal and social aspects of role identity within a specific behavioral context. At the commencement of the semester, the authors assessed the students' attitudes, subjective norm, perceived behavioral control, role identity, and intention. The authors examined the students' class attendance records 3 months later. Attitudes and perceived behavioral control predicted intention, with intention as the sole predictor of attendance. Role identity also predicted intention, reflecting the importance of the student role identity in influencing decision making related to supplementary academic activities.

How "struggling" readers engage in literacy events in middle school science An analysis of interactions in literacy events

NASA Astrophysics Data System (ADS)

Palmer, Kristin Cartwright

This study examined opportunities for participation and learning for "struggling" readers in a sixth grade science classroom. Literacy practices, language differences, activity structures, and the social and cultural identities and associated practices and everyday funds of knowledge of both "struggling" and nonstruggling readers in one sixth grade science classroom were documented and analyzed using a qualitative research design. Over sixteen hours of audio and video recordings as well as numerous student work samples were transcribed and analyzed. Analyses of the classroom interactions and artifacts documented in this study revealed several important affordances available in the context of this classroom related to opportunities for speaking and listening, some uses of print texts, and student agency in interactions. Student learning was found to be constrained by macrocontextual factors, text difficulty, and student history.

Student Assessment System. Student Performance Record. Task Detailing. Transportation/Automotive Mechanics. Georgia Vocational Education Program Articulation.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Div. of Vocational Education.

This booklet lists tasks and functions the student in the transportation cluster should be able to do upon entering an employment situation or a postsecondary school. (Listings are also available for the areas of allied health occupations/practical nursing and cosmetology.) Tasks are coded to correspond to those on the Student Performance Record,…

A Video Recording and Viewing Protocol for Student Group Presentations: Assisting Self-Assessment through a Wiki Environment

ERIC Educational Resources Information Center

Barry, Shane

2012-01-01

The purpose of this research was to firstly develop a protocol for video recording student group oral presentations, for later viewing and self-assessment by student group members. Secondly, evaluations of students' experiences of this process were undertaken to determine if this self-assessment method was a positive experience for them in gaining…

"But They Won't Come to Lectures..." The Impact of Audio Recorded Lectures on Student Experience and Attendance

ERIC Educational Resources Information Center

Larkin, Helen E.

2010-01-01

The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance…

Expanding Agency: Centering Gender Identity in College and University Student Records Systems

ERIC Educational Resources Information Center

Linley, Jodi L.; Kilgo, Cindy Ann

2018-01-01

This article details the process the authors--a doctoral student at the time, and a faculty member--engaged in to change the ways the University of Iowa (UI) asks for and reports student name, gender pronouns, sex, and gender identity. The UI Inclusive Student Records Initiative raises implications for practice and research. Two focus groups--one…

Self-Regulation of Learning and Preference for Written versus Audio-Recorded Feedback by Distance Education Students

ERIC Educational Resources Information Center

Johnson, Genevieve Marie; Cooke, Audrey

2016-01-01

Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for audio-recorded vs. written feedback from tutors. DE students (n = 102) enrolled in a first-year university course completed an online…

Exploring the Hidden Structure of Astronomical Images: A "Pixelated" View of Solar System and Deep Space Features!

ERIC Educational Resources Information Center

Ward, R. Bruce; Sienkiewicz, Frank; Sadler, Philip; Antonucci, Paul; Miller, Jaimie

2013-01-01

We describe activities created to help student participants in Project ITEAMS (Innovative Technology-Enabled Astronomy for Middle Schools) develop a deeper understanding of picture elements (pixels), image creation, and analysis of the recorded data. ITEAMS is an out-of-school time (OST) program funded by the National Science Foundation (NSF) with…

Enhancing Japanese University Students' English-Language Presentation Skills with Mobile-Video Recordings

ERIC Educational Resources Information Center

Toland, Sean H.; Mills, Daniel J.; Kohyama, Megumi

2016-01-01

In universities throughout Japan, English language learners are required to stand in front of their peers and make a presentation with the aid of software such as Microsoft PowerPoint. This type of public speaking activity can often be an anxiety-inducing, glorified reading or memorization exercise of text-heavy slides that fails to meet the…

Recruitment and retention of Native American graduate students in school psychology.

PubMed

Goforth, Anisa N; Brown, Jacqueline A; Machek, Greg R; Swaney, Gyda

2016-09-01

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment.

PubMed

Raiman, Lewis; Antbring, Richard; Mahmood, Asad

2017-01-06

Instant messaging applications have the potential to improve and facilitate communication between hospital doctors and students, hence generating and improving learning opportunities. This study aims to demonstrate the feasibility and acceptability of instant messaging communication to supplement medical education for medical students whilst on clinical attachment. A total of 6 WhatsApp Messenger (WhatsApp Inc.) groups were created for medical students on clinical attachment. These were used to provide communication within Problem Based Learning (PBL) groups for a duration of 8 weeks. The frequency and type of communication were recorded. Students' opinions were evaluated through a structured interview process at the end of the study period. A thematic analysis was performed on the content of the instant messaging groups and on the results of the structured interviews. All of the participants were active in their respective messaging groups (19 students and 6 tutors). A total of 582 messages, 22 images and 19 webpage links were sent. Thematic analysis on content of the instant messaging groups identified the following themes: organisational, educational and social. Thematic analysis on the content of interviews identified themes such as the ease of use of instant messaging, benefit of instant messaging to foster understanding and learning, and the ability to access recorded discussions. The findings of this study illustrate a method by which communication within PBL groups can be facilitated by the use of instant messaging. The results indicate the feasibility and acceptability of WhatsApp Messenger in supplementing PBL teaching for medical students, and provides a framework for studies to investigate use amongst larger cohorts of students.

Remote Observational Techniques in Education

NASA Astrophysics Data System (ADS)

Thieman, J.; Mayo, L.

2002-09-01

The ability to observe celestial objects remotely is making a major impact into classroom access to astronomical instrumentation previously impossible to encorporate into curriculum. Two programs, Radio Jove and Telescopes In Education have made important contributions in this field. Radio JOVE is an interactive, hands-on, educational activity for learning the scientific method through the medium of radio observations of Jupiter, the Sun, and the galactic radio background. Students build radio receivers from relatively inexpensive non-profit kits (about \\$125 plus shipping) and use them to record data, analyze the data, and share the results with others. Alternatively, for no cost, the students can record and analyze data from remote radio receivers connected to the web. The projects are useful adjuncts to activities in optical observing since students should recognize that we learn about the universe through more than just the optical spectrum. The projects are mini-electronics courses and also teach about charged particles and magnetic fields. The Radio JOVE web site (http://radiojove.gsfc.nasa.gov) should be consulted for further information. The NASA-sponsored Telescopes In Education (TIE) network (http://tie.jpl.nasa.gov) has been wildly successful in engaging the K-12 education community in real-time, hands-on, interactive astronomy activities. Hundreds of schools in the US, Australia, Canada, England, and Japan have participated in the TIE program, remotely controlling the 24-inch telescope at the Mount Wilson Observatory from their classrooms. In recent years, several (approximately 20 to date) other telescopes have been, or are in the process of being, outfitted for remote use as TIE affiliates. These telescopesare integrated seamlessly into one virtual observatory providing the services required to operate this facility, including a scheduling service, tools for data manipulation, an online proposal review environment, an online "Virtual TIE Student Ap J" for publication of results, and access to related educational materials provided by the TIE community.

School Violence: Getting the Records.

ERIC Educational Resources Information Center

Stiff, Carol Wilcox

When violence involving students erupts at school, journalists generally are faced with obtaining important records to substantiate their stories. To do that, they must cope with privacy laws that protect student records from abuse, state laws that prohibit the release of information about juveniles involved in crime, and the sensitive nature of…

A Student Right of Privacy: The Developing School Records Controversy

ERIC Educational Resources Information Center

Zdeb, Michael J.

1975-01-01

Current legal ramifications of the right of privacy in students' school records are examined. It is suggested that resolution of the school record problem must be made with the realization that whatever is imprinted on a youth will affect his future and that of society. (LBH)

STS-31 MS Sullivan and Pilot Bolden monitor SE 82-16 Ion Arc on OV-103 middeck

NASA Technical Reports Server (NTRS)

1990-01-01

STS-31 Mission Specialist (MS) Kathryn D. Sullivan monitors and advises ground controllers of the activity inside the Student Experiment (SE) 82-16, Ion arc - studies of the effects of microgravity and a magnetic field on an electric arc, mounted in front of the middeck lockers aboard Discovery, Orbiter Vehicle (OV) 103. Pilot Charles F. Bolden uses a video camera and an ARRIFLEX motion picture camera to record the activity inside the special chamber. A sign in front of the experiment reads 'SSIP 82-16 Greg's Experiment Happy Graduation from STS-31.' SSIP stands for Shuttle Student Involvement Program. Gregory S. Peterson who developed the experiment (Greg's Experiment) is a student at Utah State University and monitored the experiment's operation from JSC's Mission Control Center (MCC) during the flight. Decals displayed in the background on the orbiter galley represent the Hubble Space Telescope (HST), the United States (U.S.) Naval Reserve, Navy Oceanographers, U.S. Navy, and Univer

Employing Model-Based Reasoning in Interdisciplinary Research Teams: Evidence-Based Practices for Integrating Knowledge Across Systems

NASA Astrophysics Data System (ADS)

Pennington, D. D.; Vincent, S.

2017-12-01

The NSF-funded project "Employing Model-Based Reasoning in Socio-Environmental Synthesis (EMBeRS)" has developed a generic model for exchanging knowledge across disciplines that is based on findings from the cognitive, learning, social, and organizational sciences addressing teamwork in complex problem solving situations. Two ten-day summer workshops for PhD students from large, NSF-funded interdisciplinary projects working on a variety of water issues were conducted in 2016 and 2017, testing the model by collecting a variety of data, including surveys, interviews, audio/video recordings, material artifacts and documents, and photographs. This presentation will introduce the EMBeRS model, the design of workshop activities based on the model, and results from surveys and interviews with the participating students. Findings suggest that this approach is very effective for developing a shared, integrated research vision across disciplines, compared with activities typically provided by most large research projects, and that students believe the skills developed in the EMBeRS workshops are unique and highly desireable.

29 CFR 519.7 - Records to be kept.

Code of Federal Regulations, 2011 CFR

2011-07-01

...-TIME STUDENTS AT SUBMINIMUM WAGES Retail or Service Establishments, and Agriculture § 519.7 Records to be kept. (a) The employer shall designate each worker employed as a full-time student under a full-time student certificate at subminimum wages, as provided under part 516 of this chapter. (b)(1) In...

29 CFR 519.7 - Records to be kept.

Code of Federal Regulations, 2010 CFR

2010-07-01

...-TIME STUDENTS AT SUBMINIMUM WAGES Retail or Service Establishments, and Agriculture § 519.7 Records to be kept. (a) The employer shall designate each worker employed as a full-time student under a full-time student certificate at subminimum wages, as provided under part 516 of this chapter. (b)(1) In...

Futuristics for Today's Student: A Course Description.

ERIC Educational Resources Information Center

Aanestad, Naedine

The humanities course described in this paper encourages high school students to examine alternatives for the future and to make decisions on the basis of the most desirable outcomes. Classroom instructional materials include films, sound and slide sets, film strips, tape recorders, a record player, and a television. Students participate in…

Engaging Students with Pre-Recorded "Live" Reflections on Problem-Solving with "Livescribe" Pens

ERIC Educational Resources Information Center

Hickman, Mike

2013-01-01

This pilot study, involving PGCE primary student teachers, applies "Livescribe" pen technology to facilitate individual and group reflection on collaborative mathematical problem solving (Hickman 2011). The research question was: How does thinking aloud, supported by digital audio recording, support student teachers' understanding of…

Just like Real Scientists

ERIC Educational Resources Information Center

Betteley, Pat

2009-01-01

How do you inspire students to keep records like scientists? Share the primary research of real scientists and explicitly teach students how to keep records--that's how! Therefore, a group of third-grade students and their teacher studied the work of famous primatologist Jane Goodall and her modern-day counterpart Ian Gilby. After learning about…

Elementary Students' Laboratory Record Keeping during Scientific Inquiry

ERIC Educational Resources Information Center

Garcia-Mila, Merce; Andersen, Christopher; Rojo, Nubia E.

2011-01-01

The present study examines the mutual interaction between students' writing and scientific reasoning among sixth-grade students (age 11-12 years) engaged in scientific inquiry. The experimental task was designed to promote spontaneous record keeping compared to previous task designs by increasing the saliency of task requirements, with the design…

The Exquisite Recorder

ERIC Educational Resources Information Center

Reynolds, Geoffrey A.; Gottschalk, Thomas

2009-01-01

This article provides general music teachers with resources they can use in their class to: (1) introduce the instrument to their students; (2) energize and reshape their students' attitudes toward the instrument; (3) show older students who are very musical recorder and low flute players who share their love of the instruments through podcasts…

Australian Seismometers in Schools: Apps, Archiving and Adventures

NASA Astrophysics Data System (ADS)

Balfour, N.; Salmon, M.; Sambridge, M.

2014-12-01

Global earthquake activity provides an opportunity to actively engage students and teachers in the Earth Sciences. With earthquakes often hitting the news headlines the Australian Seismometers in Schools (AuSIS) program utilizes the resulting public awareness and curiosity, providing tools and support for teachers and students to find out more. Most teachers are unaware of the wealth of resources available and often lack confidence to teach earth science, as they have little to no formal training. With the introduction of earth science to the national curriculum it has become imperative teachers receive this support. AuSIS connects students and teachers with earthquake data relevant to them that is both real-time and easily accessible. The biggest challenge faced is often how to engage with remote and rural communities over the vast Australian continent. Our approach has been to take information to the teachers, providing workshops at national science teacher conferences and developing guides that provide step-by-step instructions for classroom activities. These professional development workshops include hands-on demonstrations as well as online discovery. The data recorded at schools on our network of seismometers is publicly accessible and is shared with scientists, amateur seismologists and students alike, this provides students with a sense of involvement in the scientific community. We link teachers with additional online resources and utilize social media to alert them to interesting earth science facts and earthquake activity. For continued exploration we provide easy access to our data and earthquake information through a mobile app and website. Our website combines both local and global earthquake catalogs to provide a one-stop shop of earthquake information of interest to the teachers and students. We also encourage online interactions with teachers through a forum on our website and through social media aimed to provide continued support.

Occupational therapy students' contribution to occasions of service during practice placements in health settings.

PubMed

Rodger, Sylvia; Stephens, Elizabeth; Clark, Michele; Ash, Susan; Graves, Nicholas

2011-12-01

Currently in the Australian higher education sector, the productivity benefits of occupational therapy clinical education placements are a contested issue. This article will report results of a study that developed a methodology for documenting time use during placements and investigated the productivity changes associated with occupational therapy clinical education placements in Queensland, Australia. Supervisors' and students' time use during placements and how this changed for supervisors compared to pre- and post-placement is also presented. Using a cohort survey design, participants were students from two Queensland universities, and their supervisors employed by Queensland Health. Time use was recorded in 30 minute blocks according to particular categories. There was a significant increase in supervisors' time spent in patient care activities (F = 94.011(2,12.37 df) , P < 0.001) between pre- and during placement (P < 0.001) and decrease between during and post-placement (P < 0.001). Supervisors' time spent in all non-patient care activities was also significant (F = 4.580(2,16 df) , P = 0.027) increasing between pre- and during placement (P = 0.028). There was a significant decrease in supervisors' time spent in placement activities (F = 5.133(2,19.18 df) , P = 0.016) from during to post-placement. Students spent more time than supervisors in patient care activities while on placement. A novel method for reporting productivity and time-use changes during clinical education programs for occupational therapy has been applied. Supervisors spent considerable time in assessing and managing students and their clinical education role should be seen as core business in standard occupational therapy practice. This paper will contribute to future assessments of the economic impact of student placements for allied health disciplines. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Increasing Diversity in the Geosciences at the City University of New York

NASA Astrophysics Data System (ADS)

Damas, C.; Johnson, L.; McHugh, C.; Marchese, P. J.

2007-12-01

The City University of New York (CUNY) is the nation's largest urban university, with 23 institutions serving a large number of underrepresented minority (URM) and women students at all levels of the pipeline - community college to graduate school. CUNY has a strong record of recruiting, enrolling, retaining and graduating URMs in science, technology, engineering and mathematics (STEM) fields. Current efforts are underway to increase the number of URMs in the geosciences. These efforts include: 1) involving students in research at all levels of the pipeline; 2) incorporating innovative and proven pedagogical methods into the classroom; and 3) mentoring of students by research scientists from CUNY and other participating institutions. At all levels of the pipeline, students are actively engaged in Space and Earth Science research. At the community college level, students are introduced to the scientific research process through familiar software such as MS Excel to analyze simple time series. At the senior colleges, students progress to multi-variate data analysis, and they also have the opportunity to go into the field to collect data. As graduate students, they are involved as mentors and supervise undergraduate student research. Program initiatives such as the CUNY pipeline provide stipends and academic enrichment activities (i.e., GRE training, applying to graduate school, etc.) throughout the summer and academic year. During the summer, students also have the opportunity to work with and be mentored by research scientists at a CUNY campus, at a NASA center or a national laboratory. Mentors advise students about graduate school and careers, serve as role models, and perhaps more importantly, provide encouragement to students who lack confidence in their ability to do scientific research. Students also are expected to present their research findings at meetings and conferences, both locally and nationally. In addition to their research experiences, students also benefit from classroom instructions that emphasize active learning, and the integration of research related activities. Proven educational materials and pedagogical methods developed at Medgar Evers College and Queensborough Community College have proven quite effective at engaging and assisting students who have conceptual difficulties in their science and mathematics courses. Overall, students demonstrate an increase in their conceptual understanding of the subject matter, as well an increase in their confidence to solve scientific problems and to become scientists.

Telescopic Topics: The Impact of Student-Created Podcasts in a Large, General Education Course

NASA Astrophysics Data System (ADS)

Kraal, E. R.

2014-12-01

Large, general education courses are important to the geoscience community. These courses serve as valuable recruiting tools for future geoscience majors because over 55% of geoscience students select their major in the first two years of college (Wilson, 2013). These courses can have many challenges such as large class sizes, limited (or no) laboratory time and facilities, little financial resource support, non-permanent faculty, and a variety of student abilities and needs. High impact practices, such as writing courses, student research, and community service can be difficult to integrate into large, non-major courses. Student-produced audio (e. g. podcasts) provide one approach to providing high impact practices within these courses. Other researchers have found student produced audio to be effective at transmitting content, integrating place based experiences, and building community connections within the students. Here I present the implementation of student-created audio within a large (100+), general education course (AST 30 - Mission to the Planets) over the last 4 years called 'Telescopic Topics.' Activities scaffold the students through the semester where they select a topic on planetary science, work with the science reference librarian, visit the writing center, and record their podcast at campus student radio station. The top podcasts are then aired on the campus radio station during the news broadcasts through a rotating series. Surveys of student experiences find that student find the activity valuable and engaging. Students reported feeling less intimidated by the science content and more connected to the subject matter. In addition, it provides many of them with their first introduction to and use of the university library and associated campus resources.

New Media Learning: Student Podcasting and Blogging in an Intro to Meteorology Course

NASA Astrophysics Data System (ADS)

Small, J. D.

2013-12-01

Current weather events and climate change are hot media topics discussed on television, the internet, and through social media. In this world of 'Tweets', 'Texts' and constant multi-media bombardment it is becoming increasingly difficult to engage students in the learning process by simply standing at a podium and lecturing in a darkened classroom. Educational research has found that lectures place students in a passive role, preventing them from actively engaging in the learning process. Through the innovative use of multi-media platforms this study assesses the potential to create active learning opportunities (podcasting and blogging) that connect theoretical 'textbook' atmospheric science with the 'real world.' This work focuses on students enrolled in the Introduction to Meteorology course (MET 101) at the University of Hawaii at Manoa. This study summarizes the impact of the 'course-casting' technique which utilizes podcasts of lectures and supplemental material. Lecture Podcasts are used mainly as a revision tool for students by providing on-demand portable (MP3) course content that supports independent student learning. Students also produced their own podcasts (research projects) to share with classmates throughout the course relating atmospheric science content to personal 'real world' experiences. Along with podcasting, students blogged about designated topics related to weather and climate, making their knowledge and understanding accessible to other students in the course and the general internet community. Student surveys, journals, and final exit interviews are used to assess the impact of the blogging and podcasting exercises on the student learning experience. The number of times each lecture podcast was downloaded is recorded to determine the interest level in using audio lectures as a review tool. Student blogs and podcasts are evaluated based on science content accuracy and student survey evaluations of the learning experience.

Recording Technologies: Sights & Sounds. Resources in Technology.

ERIC Educational Resources Information Center

Deal, Walter F., III

1994-01-01

Provides information on recording technologies such as laser disks, audio and videotape, and video cameras. Presents a design brief that includes objectives, student outcomes, and a student quiz. (JOW)

Lecture Capturing: Its Effects on Students' Absenteeism, Performance, and Impressions in a Traditional Marketing Research Course

ERIC Educational Resources Information Center

Dommeyer, Curt J.

2017-01-01

A quasiexperiment was conducted among marketing research students to determine the effects of lecture capturing (LC). One group of students (the LC group) was allowed access to video recordings of the class lectures whereas another group of students in a parallel class (the control group) was not given access to the recordings. When both groups…

Differentials and trends in emergency department visits due to alcohol intoxication and co-occurring conditions among students in a U.S. public university.

PubMed

Ngo, Duc Anh; Ait-Daoud, Nassima; Rege, Saumitra V; Ding, Christopher; Gallion, Lauren; Davis, Susan; Holstege, Christopher P

2018-02-01

Few studies have explored the epidemiology of students presenting to the emergency department (ED) as a consequence of hazardous drinking. This study examined differentials and trends in ED visits following alcohol intoxication and co-occurring conditions among students presenting to a major U.S. university health system. The ED electronic medical records from academic years 2010-2015 were queried for student visits and their records were linked to the university's student admission datasets. Student alcohol-related visits were identified based on ICD-9 codes. Student characteristics and trends in the rate of alcohol intoxication per 100 ED student visits were analyzed. A random sample of 600 student clinical records were reviewed to validate diagnostic codes. There were 9616 student ED visits (48% males) to the ED of which 1001 (10.4%) visits involved alcohol intoxication. Two thirds of ED visits with alcohol intoxication had a co-occurring diagnosis, with injuries (24%) being the most common condition. The rate of alcohol intoxication varied greatly by student demographics and campus-related factors. There was a linear increase in the rate of alcohol intoxication from 7.9% in 2009-10 to 12.3% in 2014-15 (p<0.01). The increase was greater among female students, students below 20 years of age, Asian students, and student athletes. In the sample reviewed, only two thirds of ED visits with alcohol intoxication were recorded by diagnostic codes. The rate of ED visits following alcohol intoxication varied by student demographic characteristics and campus-related factors with a rising trend over the study period. Copyright © 2017 Elsevier B.V. All rights reserved.

Recording medical students' encounters with standardized patients using Google Glass: providing end-of-life clinical education.

PubMed

Tully, Jeffrey; Dameff, Christian; Kaib, Susan; Moffitt, Maricela

2015-03-01

Medical education today frequently includes standardized patient (SP) encounters to teach history-taking, physical exam, and communication skills. However, traditional wall-mounted cameras, used to record video for faculty and student feedback and evaluation, provide a limited view of key nonverbal communication behaviors during clinical encounters. In 2013, 30 second-year medical students participated in an end-of-life module that included SP encounters in which the SPs used Google Glass to record their first-person perspective. Students reviewed the Google Glass video and traditional videos and then completed a postencounter, self-evaluation survey and a follow-up survey about the experience. Google Glass was used successfully to record 30 student/SP encounters. One temporary Google Glass hardware failure was observed. Of the 30 students, 7 (23%) reported a "positive, nondistracting experience"; 11 (37%) a "positive, initially distracting experience"; 5 (17%) a "neutral experience"; and 3 (10%) a "negative experience." Four students (13%) opted to withhold judgment until they reviewed the videos but reported Google Glass as "distracting." According to follow-up survey responses, 16 students (of 23; 70%) found Google Glass "worth including in the [clinical skills program]," whereas 7 (30%) did not. Google Glass can be used to video record students during SP encounters and provides a novel perspective for the analysis and evaluation of their interpersonal communication skills and nonverbal behaviors. Next steps include a larger, more rigorous comparison of Google Glass versus traditional videos and expanded use of this technology in other aspects of the clinical skills training program.

Investigating the impact of automated feedback on students' scientific argumentation

NASA Astrophysics Data System (ADS)

Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy

2017-08-01

This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students' revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.

Pupils' Rights and the Paper Invasion

ERIC Educational Resources Information Center

Blue, Reginald

1973-01-01

Cites several court decisions regarding rights of students concerning their school records. Emphasizes that the problem is becoming more pressing with the advent of computer retrieval systems for student records. (ST)

Calories in the classroom: celebration foods offered and consumed during classroom parties at an elementary school in a low-income, urban community.

PubMed

Isoldi, Kathy K; Dalton, Sharron

2012-08-01

The school food environment is an important area of exploration in investigating the potential for schoolchildren to consume foods and beverages containing excess calories on school grounds. Several venues offer schoolchildren access to lownutrient, calorie-dense foods and beverages. Classroom celebrations offer such a venue; however, little is known about current practices during these events. Trained observers recorded foods and beverages offered, activities engaged in, and goody bag distribution during six separate classroom celebrations. Additionally, foods and beverages consumed by 24 individual students were recorded in detail for calorie estimation. The majority of food items offered during classroom celebrations were low-nutrient, calorie-dense items. The mean caloric contribution for all 24 students was 444 ± 221 calories, with a range of 130–905 calories, and a median intake of 386 calories. Mean total estimated calorie intake per grade level was 225 ± 90, 286 ± 105, and 550 ± 212 calories for students in prekindergarten, kindergarten, and 1st grade, respectively. Only one-third of all the parties observed included activities other than eating. Our observations reveal that food items offered during classroom celebrations offer children opportunities to consume low-nutrient, calorie-dense foods and beverages on the school campus. More research is needed to support these findings, and to identify the best practice to implement for effective school wellness policies aimed at regulating classroom celebrations.

Nursing students' self-evaluation using a video recording of foley catheterization: effects on students' competence, communication skills, and learning motivation.

PubMed

Yoo, Moon Sook; Yoo, Il Young; Lee, Hyejung

2010-07-01

An opportunity for a student to evaluate his or her own performance enhances self-awareness and promotes self-directed learning. Using three outcome measures of competency of procedure, communication skills, and learning motivation, the effects of self-evaluation using a video recording of the student's Foley catheterization was investigated in this study. The students in the experimental group (n = 20) evaluated their Foley catheterization performance by reviewing the video recordings of their own performance, whereas students in the control group (n = 20) received written evaluation guidelines only. The results showed that the students in the experimental group had better scores on competency (p < 0.001), communication skills (p < 0.001), and learning motivation (p = 0.018) than the control group at the post-test, which was conducted 8 weeks after the pretest. Self-awareness of one's own performance developed by reviewing a videotape appears to increase the competency of clinical skills in nursing students. Copyright 2010, SLACK Incorporated.

Children of the Four Winds: The Migrant Student Record Transfer System.

ERIC Educational Resources Information Center

Dyer, Maxwell

A discussion of the computerized Migrant Student Record Transfer System (MSRTS) is presented. The author first describes it as a functional automated system, headquartered in the Arkansas Department of Education, which serves the record transferral needs of seasonal farm migrant children as they move throughout the contiguous 48 states.…

The Uniform Migrant Student Record Transfer System. A Position Paper.

ERIC Educational Resources Information Center

National Committee on the Education of Migrant Children, New York, NY.

Initiated in the mid-sixties under Title I of the Elementary and Secondary Education Act, the Uniform Migrant Student Record Transfer System (UMSRTS) was designed to maintain ready accessibility via computer data base to the health and academic records of migrant children. The National Committee on the Education of Migrant Children (NCEMC)…

Process Recording in Supervision of Students Learning to Practice with Children

ERIC Educational Resources Information Center

Mullin, Walter J.; Canning, James J.

2007-01-01

This article addresses the use of process recordings in supervising social work students learning to practice with children. Although process recordings are a traditional method of teaching and learning social work practice, they have received little attention in the literature of social work practice and social work education. Process recordings…

A Process for Evaluating Student Records Management Software. ERIC/AE Digest.

ERIC Educational Resources Information Center

Vecchioli, Lisa

This digest provides practical advice on evaluating software for managing student records. An evaluation of record-keeping software should start with a process to identify all of the individual needs the software produce must meet in order to be considered for purchase. The first step toward establishing an administrative computing system is…

Video capture on student-owned mobile devices to facilitate psychomotor skills acquisition: A feasibility study.

PubMed

Hinck, Glori; Bergmann, Thomas F

2013-01-01

Objective : We evaluated the feasibility of using mobile device technology to allow students to record their own psychomotor skills so that these recordings can be used for self-reflection and formative evaluation. Methods : Students were given the choice of using DVD recorders, zip drive video capture equipment, or their personal mobile phone, device, or digital camera to record specific psychomotor skills. During the last week of the term, they were asked to complete a 9-question survey regarding their recording experience, including details of mobile phone ownership, technology preferences, technical difficulties, and satisfaction with the recording experience and video critique process. Results : Of those completing the survey, 83% currently owned a mobile phone with video capability. Of the mobile phone owners 62% reported having email capability on their phone and that they could transfer their video recording successfully to their computer, making it available for upload to the learning management system. Viewing the video recording of the psychomotor skill was valuable to 88% of respondents. Conclusions : Our results suggest that mobile phones are a viable technology to use for the video capture and critique of psychomotor skills, as most students own this technology and their satisfaction with this method is high.

Video capture on student-owned mobile devices to facilitate psychomotor skills acquisition: A feasibility study

PubMed Central

Hinck, Glori; Bergmann, Thomas F.

2013-01-01

Objective We evaluated the feasibility of using mobile device technology to allow students to record their own psychomotor skills so that these recordings can be used for self-reflection and formative evaluation. Methods Students were given the choice of using DVD recorders, zip drive video capture equipment, or their personal mobile phone, device, or digital camera to record specific psychomotor skills. During the last week of the term, they were asked to complete a 9-question survey regarding their recording experience, including details of mobile phone ownership, technology preferences, technical difficulties, and satisfaction with the recording experience and video critique process. Results Of those completing the survey, 83% currently owned a mobile phone with video capability. Of the mobile phone owners 62% reported having email capability on their phone and that they could transfer their video recording successfully to their computer, making it available for upload to the learning management system. Viewing the video recording of the psychomotor skill was valuable to 88% of respondents. Conclusions Our results suggest that mobile phones are a viable technology to use for the video capture and critique of psychomotor skills, as most students own this technology and their satisfaction with this method is high. PMID:23957324

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.

Language, culture and international exchange of virtual patients.

PubMed

Muntean, Valentin; Calinici, Tudor; Tigan, Stefan; Fors, Uno G H

2013-02-11

Language and cultural differences could be a limiting factor for the international exchange of Virtual Patients (VPs), especially for small countries and languages of limited circulation. Our research evaluated whether it would be feasible to develop a VP based educational program in our Romanian institution, with cases in English and developed in a non-Romanian setting. The participants in the research comprised 4th year Romanian medical students from the Faculty of Medicine in Cluj-Napoca, Romania, with previous training exclusively in Romanian, good English proficiency and no experience with VPs. The students worked on eight VPs in two identical versions, Romanian and English. The first group (2010) of 136 students worked with four VPs developed in Cluj and the second group (2011) of 144 students with four VPs originally developed at an US University. Every student was randomly assigned two different VPs, one in Romanian and another in English. Student activity throughout the case, the diagnosis, therapeutic plan and diagnosis justification were recorded. We also compared student performance on the two VPs versions, Romanian and English and the student performance on the two sets of cases, originally developed in Romania, respectively USA. We found no significant differences between the students' performance on the Romanian vs. English version of VPs. Regarding the students' performance on the two sets of cases, in those originally developed in Romania, respectively in the USA, we found a number of statistically significant differences in the students' activity through the cases. There were no statistically significant differences in the students' ability to reach the correct diagnosis and therapeutic plan. The development of our program with VPs in English would be feasible, cost-effective and in accordance with the globalization of medical education.

Ophthalmologic abnormalities among students with cognitive impairment in eastern Taiwan: The special group with undetected visual impairment.

PubMed

Tsao, Wei-Shan; Hsieh, Hsi-Pao; Chuang, Yi-Ting; Sheu, Min-Muh

2017-05-01

Students with cognitive impairment are at increased risk of suffering from visual impairment due to refractive errors and ocular disease, which can adversely influence learning and daily activities. The purpose of this study was to evaluate the ocular and visual status among students at the special education school in Hualien. All students at the National Hualien Special Education School were evaluated. Full eye examinations were conducted by a skilled ophthalmologist. The students' medical records and disability types were reviewed. A total of 241 students, aged 7-18 years, were examined. Visual acuity could be assessed in 138 students. A total of 169/477 (35.4%) eyes were found to suffer from refractive errors, including 20 eyes with high myopia (≤-6.0 D) and 16 eyes with moderate hypermetropia (+3.0 D to +5.0 D). A total of 84/241 (34.8%) students needed spectacles to correct their vision, thus improving their daily activities and learning process, but only 15/241 (6.2%) students were wearing suitable corrective spectacles. A total of 55/241 students (22.8%) had ocular disorders, which influenced their visual function. The multiple disability group had a statistically significant higher prevalence of ocular disorders (32.9%) than the simple intellectual disability group (19.6%). Students with cognitive impairment in eastern Taiwan have a high risk of visual impairment due to refractive errors and ocular disorders. Importantly, many students have unrecognized correctable refractive errors. Regular ophthalmic examination should be administered to address this issue and prevent further disability in this already handicapped group. Copyright © 2016. Published by Elsevier B.V.

29 CFR 519.17 - Records to be kept.

Code of Federal Regulations, 2011 CFR

2011-07-01

... schools not longer than the usual summer vacation, the acceptance by the institution of the full-time...-TIME STUDENTS AT SUBMINIMUM WAGES Institutions of Higher Education § 519.17 Records to be kept. (a) The employer shall designate each worker employed as a full-time student under a full-time student certificate...

29 CFR 519.17 - Records to be kept.

Code of Federal Regulations, 2010 CFR

2010-07-01

... schools not longer than the usual summer vacation, the acceptance by the institution of the full-time...-TIME STUDENTS AT SUBMINIMUM WAGES Institutions of Higher Education § 519.17 Records to be kept. (a) The employer shall designate each worker employed as a full-time student under a full-time student certificate...

Default Rate on Student Loans Falls for 2005 Fiscal Year

ERIC Educational Resources Information Center

Basken, Paul

2007-01-01

The rate at which borrowers default on their federally guaranteed student loans has declined to 4.6 percent, in part because of a record number of consolidations, the Education Department announced last week. "Borrowers took advantage of the opportunity to lock in record-low interest rates by consolidating their federal student loans," the…

Predicting Student Responsiveness to Fast ForWord Using DIBELS Subtests

ERIC Educational Resources Information Center

Cavallo, Fernando

2012-01-01

The current study was completed through a retrospective analysis of school records of elementary school students in the Northeast Region of the Philadelphia School District (PSD) who have participated in the Fast ForWord (FFW) Language program. The data requested from student records included: demographic information (e.g., gender, grade, age,…

Who Goes to Lectures (and Does It Matter)?

ERIC Educational Resources Information Center

Birch, Elisa; Williams, Andrew

2015-01-01

Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process…

Analysis of Student Performance on the Undergraduate Record Examinations (1973).

ERIC Educational Resources Information Center

Litwin, James L.

This report examines the performance of students in the Modular Achievement Program (MAP) at Bowling Green State University using the Undergraduate Record Examinations (URE) as the primary criterion. The performances of students in MAP on the URE is delineated and compared to the performance of freshman and sophomore norm groups at Bowling Green…

Lecture-Recording Technology in Higher Education: Exploring Lecturer and Student Views across the Disciplines

ERIC Educational Resources Information Center

Dona, Kulari Lokuge; Gregory, Janet; Pechenkina, Ekaterina

2017-01-01

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how "traditional" students (generally characterised as young, enrolled full-time and…

Why Do Students Leave? Leaving Vocational Education and Training with no Recorded Achievement

ERIC Educational Resources Information Center

Callan, Victor

2005-01-01

This report investigates the characteristics and motivations of vocational education and training (VET) students who do not complete the training course they enroll in. The project interviewed students with no recorded achievement, spoke to technical and further education (TAFE) teachers and administrators about this issue, and also through a…

FERPA and Homelessness: A Technical Assistance Tool for NAEHCY Members

ERIC Educational Resources Information Center

National Association for the Education of Homeless Children and Youth, 2010

2010-01-01

The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. Specifically, it prohibits a school from disclosing personally identifiable information from students' education records without the consent of a parent or eligible student, unless an exception to FERPA's general consent…

Student/Pupil Accounting: Standard Terminology and Guide for Managing Student Data in Elementary and Secondary Schools, Community/Junior Colleges, and Adult Education. State Educational Records and Reports Series: Handbook V. Revised.

ERIC Educational Resources Information Center

Putnam, John F.

This handbook's fundamental purpose is to provide terms and definitions for the data and information educators use in student services. It identifies concepts used in decisionmaking, provides standardized terms and definitions, classifies the terms, provides guidelines for developing and managing student records, and recommends the development of…

Childhood Obesity and Physical Activity-Friendly School Environments.

PubMed

Ip, Patrick; Ho, Frederick Ka-Wing; Louie, Lobo Hung-Tak; Chung, Thomas Wai-Hung; Cheung, Yiu-Fai; Lee, So-Lun; Hui, Stanley Sai-Chuen; Ho, Walter King-Yan; Ho, Daniel Sai-Yin; Wong, Wilfred Hing-Sang; Jiang, Fan

2017-12-01

Childhood obesity may be related to school environment, but previous studies often focused on food environment only. This study aimed to examine the relationship between school physical activity environment and childhood obesity. This is a cross-sectional study with multilevel data collected on school physical activity environment using teacher questionnaires, students' growth, and obesity status from electronic health records, and neighborhood socioeconomic status from census data. This study included 208 280 students (6-18 years of age) from 438 schools (45% of Hong Kong). Prevalence of obesity was 5.0%. After controlling for socioeconomic status and intraschool correlation, robust Poisson regression revealed a reduced obesity risk associated with higher teachers' perceived physical activity benefits (risk ratio 0.96, 95% CI 0.94-0.99, P = .02), physical activity teaching experience (0.93, 0.91-0.96, P < .001), school campus size (0.93, 0.87-0.99, P = .02), physical activity ethos (0.91, 0.88-0.94, P < .001), number of physical activity programs (0.93, 0.90-0.96, P < .001), and physical activity facilities (0.87, 0.84-0.90, P < .001). Students in schools with at least 3 physical activity-friendly environmental factors (11.7%) had a much lower risk of obesity (0.68, 0.62-0.75, P < .001) than those without (23.7%). A physical activity-friendly school environment is associated with lower risk of obesity. School physical activity environment should be considered in future epidemiologic and intervention studies. Copyright © 2017 Elsevier Inc. All rights reserved.

The Laser Teaching Center at Stony Brook

NASA Astrophysics Data System (ADS)

Metcalf, Harold

2010-03-01

Stony Brook's Laser Teaching Center was built more than ten years ago to serve a clientele ranging from high school (HS) students to graduate students. Its construction in a formerly open hallway area was financed by donations from private corporations and foundations, and it was equipped with similar contributions. It provides a working area for laser and optics-related projects, both individual and group. Its daily operations are overseen by a highly-dedicated Ph.D. who is a department employee. It is populated by HS students doing science fair related research, including the major national contests (in which we have many finalists and semifinalists), undergraduates doing extra-credit course projects and other kinds of research activities, graduate students in a special course called ``Optics Rotation,'' and many others who come to use its facilities. All of its denizens benefit enormously by occasional prestigious visitors. Students are drawn from among our undergraduates and graduate students, NSF's WISE program, special HS summer programs, and direct application from the outside. We have an excellent record of placing our HS students in the highest ranking colleges.

Hypotetical learning trajectory to anticipate mathematics anxiety in algebra learning based on the perspective of didactical situation theory

NASA Astrophysics Data System (ADS)

Yuliani, R. E.; Suryadi, D.; Dahlan, J. A.

2018-05-01

The objective of this research is to design an alleged teacher learning path or Hypotetical Learning Trajectory (HLT) to anticipate mathematics anxiety of students in learning algebra. HLT loads expected mathematics learning objectives, estimates the level of knowledge and understanding of the students, as well as the selection of mathematical activity in accordance with the learning competencies. This research uses educational design research method. The research steps consist of a preliminary design, experimental and retrospective analysis. Data were gathered from various sources, such as data is written during the research process of test results, documentation, sheet results of students' work, results of interviews, questionnaires, and video recordings. The subjects of the study were 10 junior high school students. Based on the research identified 2 students at the level of high anxiety, 7 people at medium anxiety level and 1 student at low anxiety level. High anxiety levels about 20%, was approximately 70% and approximately 10% lower. These results can be used as an evaluation and reflection for designing materials that can anticipate mathematics anxiety of students learning algebra concepts.

Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook

ERIC Educational Resources Information Center

Rappolt-Schlichtmann, Gabrielle; Daley, Samantha G.; Lim, Seoin; Lapinski, Scott; Robinson, Kristin H.; Johnson, Mindy

2013-01-01

Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal…

Extracurricular participation and the development of school attachment and learning goal orientation: the impact of school quality.

PubMed

Fischer, Natalie; Theis, Désirée

2014-06-01

School motivation and attachment typically decline after the transition to middle school. According to the stage-environment fit approach, extracurricular activities are supposed to promote motivation. However, research has shown that the effects depend on the quality of the activities, which usually is measured by assessing students' individual perceptions. This article adds to previous studies in examining effects of school-based extracurricular participation on the development of individual motivation (learning goal orientation) and school attachment depending on the quality of the activities (i.e., amounts of challenge and social support) at the school level. We focused on the motivation development of 3,230 students at 98 schools who filled in questionnaires in Grades 5 (2005), 7 (2007), and 9 (2009). The quality of extracurricular activities was assessed on the basis of responses from 4,270 students in Grades 5, 7, and 9 at the same schools at the first measurement point (2005). Thus, individual development of the longitudinal sample was predicted by aggregated quality measures at the school level. Three-level hierarchical linear growth-curve models including school level, student level, and time were calculated. Cross-level interactions were analyzed to examine the influence of extracurricular participation on individual development as a function of school quality. Results show that the effects of extracurricular participation on the development of learning goal orientation are dependent on both features of school quality, whereas the development of school attachment in particular is influenced by activities offering social support. Thus, the effects of extracurricular activities are based not only on individual perceptions of activity features but also on school quality. PsycINFO Database Record (c) 2014 APA, all rights reserved.

A laboratory activity for teaching natural radioactivity

NASA Astrophysics Data System (ADS)

Pilakouta, M.; Savidou, A.; Vasileiadou, S.

2017-01-01

This paper presents an educational approach for teaching natural radioactivity using commercial granite samples. A laboratory activity focusing on the topic of natural radioactivity is designed to develop the knowledge and understanding of undergraduate university students on the topic of radioactivity, to appreciate the importance of environmental radioactivity and familiarize them with the basic technology used in radioactivity measurements. The laboratory activity is divided into three parts: (i) measurements of the count rate with a Geiger-Muller counter of some granite samples and the ambient background radiation rate, (ii) measurement of one of the samples using gamma ray spectrometry with a NaI detector and identification of the radioactive elements of the sample, (iii) using already recorded 24 h gamma ray spectra of the samples from the first part (from the Granite Gamma-Ray Spectrum Library (GGRSL) of our laboratory) and analyzing selected peaks in the spectrum, students estimate the contribution of each radioactive element to the total specific activity of each sample. A brief description of the activity as well as some results and their interpretation are presented.

The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course.

PubMed

Roller, Maureen C; Zori, Susan

2017-03-01

POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course. Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork. To examine differences in final course grades, Assessment Technologies Institute, LLC (ATi) scores and course satisfaction in 2 groups of fundamentals nursing students where one group experienced Process Oriented Guided Inquiry Learning (POGIL) as a teaching strategy and one group did not. Satisfaction with performing in the varied roles used during POGIL was also examined. This quantitative descriptive study used a comparative design, with one group of students who experienced POGIL while analyzing case scenarios in class and a control group who did not experience POGIL. A t-test was used to compare final grades, ATi scores, and satisfaction survey results. A mid-size, private university in the northeastern United States was the setting. A convenience sample of pre-licensure baccalaureate nursing students taking Fundamental in Nursing Courses during the junior semester. The experimental group (N=63) had higher final course grades (p=0.046), better understanding of the course material (p=0.005), and greater satisfaction with grades (p=0.008) than the control group (N=75). The results of this study revealed that Fundamental nursing students who experienced POGIL had significantly higher final grades and course satisfaction compared with students who did not experience POGIL. The active learning and teamwork experienced during POGIL, may be beneficial to students as they transition to practicing nurses. Additional research using POGIL with a variety of nursing courses could be beneficial in educating undergraduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

NASA Astrophysics Data System (ADS)

Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

The association between sexual assault and suicidal activity in a national sample.

PubMed

Tomasula, Jessica L; Anderson, Laura M; Littleton, Heather L; Riley-Tillman, T Chris

2012-06-01

Sexual violence is a potential key risk factor for adolescent suicidal behavior but has not been studied extensively. Thus, the current study examined the extent to which sexual assault predicted suicide attempts among adolescent students in the national Youth Risk Behavior Surveillance System survey (2007 data). Gender differences in suicidal behavior overall and among sexual assault victims were examined. The results supported that students with sexual assault histories were significantly more likely (odds ratio [OR]=6.4) to have reported at least one suicide attempt in the past year than students who did not report sexual assault histories. Male students with a sexual assault history reported suicide attempts requiring medical attention more frequently than male attempters without sexual assault histories, as well as both groups of female suicide attempters. Implications of the findings for suicide prevention and intervention programs are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Animal behaviour learning environment: software to facilitate learning in canine and feline behavior therapy.

PubMed

McGreevy, P D; Della Torre, P K; Evans, D L

2003-01-01

Interactive software has been developed on CD-ROM to facilitate learning of problem formulation, diagnostic methodology, and therapeutic options in dog and cat behavior problems. Students working in small groups are presented with a signalment, a case history, and brief description of the problem behavior as perceived by the client. Students then navigate through the case history by asking the client questions from an icon-driven question pad. Animated video responses to the questions are provided. Students are then required to rate the significance of the questions and answers with respect to the development of the unwelcome behavior. Links to online self-assessments and to resource materials about causation and treatment options are provided to assist students in their decision-making process. The activity concludes with a software-generated e-mail submission that includes the recorded history, diagnosis, and recommended treatment for assessment purposes.

Pharmacy career deciding: making choice a "good fit".

PubMed

Willis, Sarah Caroline; Shann, Phillip; Hassell, Karen

2009-01-01

The purpose of this article is to explore factors influencing career deciding amongst pharmacy students and graduates in the U.K. Group interviews were used to devise a topic guide for five subsequent focus groups with pharmacy students and graduates. Focus groups were tape-recorded, recordings transcribed, and transcripts analysed. Key themes and interlinking factors relating to pharmacy career deciding were identified in the transcripts, following a constructivist approach. Participants' described making a "good fit" between themselves, their experiences, social networks etc. and pharmacy. Central to a coherent career deciding narrative were: having a job on graduation; and the instrumental advantage of studying a vocational course. Focusing on career deciding of UK pharmacy students and graduates may limit the study's generalisability to other countries. However, our findings are relevant to those interested in understanding students' motivations for healthcare careers, since our results suggest that making a "good fit" describes a general process of matching between a healthcare career and personal experience. As we have found that pharmacy career deciding was not, usually, a planned activity, career advisors and those involved in higher education recruitment should take into account the roles played by personal preferences and values in choosing a degree course. A qualitative study like this can illustrate how career deciding occurs and provide insight into the process from a student's perspective. This can help inform guidance processes, selection to healthcare professions courses within the higher education sector, and stimulate debate amongst those involved with recruitment of healthcare workers about desirable motivators for healthcare careers.

Benefits of a programme taking advantage of patient‐instructors to teach and assess musculoskeletal skills in medical students

PubMed Central

Bideau, M; Guerne, P‐A; Bianchi, M‐P; Huber, P

2006-01-01

Aim To evaluate a rheumatoid arthritis patient‐instructor‐based formation–assessment programme for its ability to improve and assess musculoskeletal knowledge and skills in third‐year medical students. Methods (1) The quality of our musculoskeletal teaching was assessed before patient‐instructor intervention through an open‐questions test (pre‐test) and performance record forms (PRFs) filled in by the patient‐instructors. (2) The improvement afforded by patient‐instructors was evaluated through a second (identical) open‐questions test (post‐test). (3) The resulting skills in the students were further assessed by an individual patient‐instructors physical status record form (PSRF), filled in by the students. Results Pre‐tests and post‐tests showed an improvement in correct answers from a mean score of 39% to 47%. The history‐taking questions that obtained <50% scores in the pre‐test mostly dealt with the consequences of a chronic illness. Intervention of patient‐instructors especially improved knowledge of the psychosocial aspects and side effects of drugs. With regard to physical examination, patient‐instructors makedly improved the identification of assessment of signs of active and chronic inflammation. PRF analysis showed that 10 of 28 questions answered by <50% of the students were related to disease characteristics of rheumatoid arthritis, extra‐articular signs, side effects of drugs and psychosocial aspects. Analysis of the PSRF indicated that the weakness of our students' physical examination abilities in particular is related to recognising the types of swelling and differentiating tenderness from pain on motion. Conclusion This study proves the considerable benefits of the involvement of patient‐instructors in the teaching and assessment of clinical skills in students. PMID:16707537

Benefits of a programme taking advantage of patient-instructors to teach and assess musculoskeletal skills in medical students.

PubMed

Bideau, M; Guerne, P-A; Bianchi, M-P; Huber, P

2006-12-01

To evaluate a rheumatoid arthritis patient-instructor-based formation-assessment programme for its ability to improve and assess musculoskeletal knowledge and skills in third-year medical students. (1) The quality of our musculoskeletal teaching was assessed before patient-instructor intervention through an open-questions test (pre-test) and performance record forms (PRFs) filled in by the patient-instructors. (2) The improvement afforded by patient-instructors was evaluated through a second (identical) open-questions test (post-test). (3) The resulting skills in the students were further assessed by an individual patient-instructors physical status record form (PSRF), filled in by the students. Pre-tests and post-tests showed an improvement in correct answers from a mean score of 39% to 47%. The history-taking questions that obtained <50% scores in the pre-test mostly dealt with the consequences of a chronic illness. Intervention of patient-instructors especially improved knowledge of the psychosocial aspects and side effects of drugs. With regard to physical examination, patient-instructors makedly improved the identification of assessment of signs of active and chronic inflammation. PRF analysis showed that 10 of 28 questions answered by <50% of the students were related to disease characteristics of rheumatoid arthritis, extra-articular signs, side effects of drugs and psychosocial aspects. Analysis of the PSRF indicated that the weakness of our students' physical examination abilities in particular is related to recognising the types of swelling and differentiating tenderness from pain on motion. This study proves the considerable benefits of the involvement of patient-instructors in the teaching and assessment of clinical skills in students.

Peer Assisted Experiential Learning (PAEL) in extending fieldwork practice in the Earth Sciences

NASA Astrophysics Data System (ADS)

Anderson, M. W.; FitzPatrick, M.; Truscott, J.

2012-04-01

Traditional approaches to developing students practical (applied) skills (most especially, but not exclusively, fieldwork) make significant demands on resources, particularly staff time. Extending opportunities for experiential learning through independent (student centred) work is acknowledged, therefore, as being vital to the successful spiralling of Kolb's experiential learning cycle. This project outlines e-learning support as a means of assisting student peer groups in extending the experiential learning cycle for fieldwork. We have developed mobile support for independent fieldwork in a small, accessible and safe area north of Kingsand village, Cornwall, UK. The area is ideal for reinforcing skills in recording basic geological observations and in formulating a simple geological history based on these observations. Independent fieldwork can be undertaken throughout the academic year by small student groups (which can comprise mixed year groups). equipped with PDA's and integrated GPS units. Students are prepared for fieldwork through a dedicated website, linked to support materials in the University's unique Labplus facility. PDA's, running MSCAPE, provide automatic prompts to locations where key observations can be made and detail the nature of the activities that should be carried out at each location. The e-guide takes students from 1st principles of observation and measurement, through recording methodology and eventually links to packages for analysis and interpretation (again using support provided through Labplus). There is no limit to the number of times any particular student can carry out the fieldwork, provided they are organised into groups of three or more. The work is not assessed but links into several components of the field skills training that are formally assessed, including independent geological mapping.

Profile of mathematics anxiety of 7th graders

NASA Astrophysics Data System (ADS)

Udil, Patrisius Afrisno; Kusmayadi, Tri Atmojo; Riyadi

2017-08-01

Mathematics anxiety is one of the important factors affect students mathematics achievement. This present research investigates profile of students' mathematics anxiety. This research focuses on analysis and description of students' mathematics anxiety level generally and its dominant domain and aspect. Qualitative research with case study strategy was used in this research. Subject in this research involved 15 students of 7th grade chosen with purposive sampling. Data in this research were students' mathematics anxiety scale result, interview record, and observation result during both mathematics learning activity and test. They were asked to complete mathematics anxiety scale before interviewed and observed. The results show that generally students' mathematics anxiety was identified in the moderate level. In addition, students' mathematics anxiety during mathematics test was identified in the high level, but it was in the moderate level during mathematics learning process. Based on the anxiety domain, students have a high mathematics anxiety on cognitive domain, while it was in the moderate level for psychological and physiological domains. On the other hand, it was identified in low level for psychological domain during mathematics learning process. Therefore, it can be concluded that students have serious and high anxiety regarding mathematics on the cognitive domain and mathematics test aspect.

The academic differences between students involved in school-based robotics programs and students not involved in school-based robotics programs

NASA Astrophysics Data System (ADS)

Koumoullos, Michael

This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N=121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these students was compared to a group of students who were members of school based sports teams and to a group of students who were not part of either of the first two groups. Academic record was defined as overall GPA, English grade, mathematics grade, mathematics-based standardized state exam scores, and attendance rates. All of the participants of this study were students in a large, urban career and technical education high school. As STEM (Science, Technology, Engineering, and Mathematics) has come to the forefront of educational focus, robotics programs have grown in quantity. Starting robotics programs requires a serious commitment of time, money, and other resources. The benefits of such programs have not been well analyzed. This research study had three major goals: to identify the academic characteristics of students who are drawn to robotics programs, to identify the academic impact of the robotics program during the robotics season, and to identify the academic impact of the robotics program at the end of the school year. The study was a non-experiment. The researchers ran MANOVS, repeated measures analyses, an ANOVA, and descriptive statistics to analyze the data. The data showed that students drawn to robotics were academically stronger than students who did not participate in robotics. The data also showed that grades and attendance did not significantly improve or degrade either during the robotics season or at year-end. These findings are significant because they show that robotics programs attract students who are academically strong. This information can be very useful in high school articulation programs. These findings also show that robotics programs can be an educational activity for academically strong students. Further, they show that participation in such programs does not distract students from their academic focus.

Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

PubMed

Anwar, Khurshid; Sajid, Muhammad Raihan; Cahusac, Peter; Shaikh, Abdul Ahad; Elgammal, Ahmad; Alshedoukhy, Ahlam; Kashir, Junaid

2017-09-01

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance. Copyright © 2017 the American Physiological Society.

Scientific Investigations of Elementary School Children

NASA Astrophysics Data System (ADS)

Valanides, Nicos; Papageorgiou, Maria; Angeli, Charoula

2014-02-01

The study provides evidence concerning elementary school children's ability to conduct a scientific investigation. Two hundred and fifty sixth-grade students and 248 fourth-grade students were administered a test, and based on their performance, they were classified into high-ability and low-ability students. The sample of this study was randomly selected and included 80 students, 40 fourth-grade and 40 sixth-grade students of low and high abilities. Students were specifically instructed to investigate the functioning of a device, to think aloud prior and after any experiment with the device, and to keep a record of their experimental results. The results showed that students were inclined to mainly collect evidence from the experimental space and failed to control variables during their investigation. The majority of the students had difficulties with effectively organizing collected data and failed to coordinate hypotheses with evidence. The significant interaction effect that was found between grade level and ability in terms of students' investigation ability indicates that the existing gap between high- and low-ability students becomes bigger as students become older. Undoubtedly, ongoing research efforts for identifying patterns of children's cognitive development will be most valuable as they can have important implications for the design of teaching scenarios and inquiry-based science activities conducive to accelerating students' cognitive growth and scientific investigation abilities.

Annual solar motion and spy satellites

NASA Astrophysics Data System (ADS)

Jensen, Margaret; Larson, S. L.

2014-01-01

A topic often taught in introductory astronomy courses is the changing position of the Sun in the sky as a function of time of day and season. The relevance and importance of this motion is explained in the context of seasons and the impact it has on human activities such as agriculture. The geometry of the observed motion in the sky is usually reduced to graphical representations and visualizations that can be difficult to render and grasp. Sometimes students are asked to observe the Sun’s changing motion and record their data, but this is a long-term project requiring several months to complete. This poster outlines an activity for introductory astronomy students that takes a modern approach to this topic, namely determining the Sun’s location in the sky on a given date through the analysis of satellite photography of the Earth.

Nursing students' perception of a Web-based intervention to support learning.

PubMed

Koch, Jane; Andrew, Sharon; Salamonson, Yenna; Everett, Bronwyn; Davidson, Patricia M

2010-08-01

Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience. Copyright 2009 Elsevier Ltd. All rights reserved.

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

NASA Astrophysics Data System (ADS)

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-02-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

Physical activity, sedentary lifestyle, and obesity among Indian dental professionals.

PubMed

Singh, Abhinav; Purohit, Bharathi

2012-05-01

Regular physical activity is well recognized as an important lifestyle behavior for the development and maintenance of individual and population health and well-being. This study was conducted to evaluate physical activity, sedentary lifestyle, and obesity among Indian dental health professionals. Global Physical Activity Questionnaire was used to assess physical activity among 324 dental health care professionals. Metabolic equivalents (MET) were used to express the intensity of physical activities. Obesity was recorded corresponding to Body Mass Index. Individuals were considered in high risk group to develop obesity if energy expenditure was < 600 MET min/week. Total physical activity measured in mean MET minutes per week was 625.6, 786.3, 296.5, and 296.5 for third year, final year, interns, and faculty, respectively (P ≤ .05). Obesity was observed in 22.4% of third-year students, 16.3% of final-year students, 20.4% of interns, and 40.8% of faculty members (P ≤ .001). The sedentary lifestyle of dental health care professionals is a major threat to the present and future health of the professionals by which the entire community could be prone to an epidemic of chronic disease.

New Generation System. "An Interstate Information Network Serving America's Children."

ERIC Educational Resources Information Center

Texas A and I Univ., Kingsville.

The New Generation System (NGS) is a computer network developed to transfer academic records of migrant students. NGS was developed as a result of the phasing out of the Migrant Student Record Transfer System. NGS is backed by a 29-state consortium that uses the Internet to transfer records because of its speed, availability, and…

Risks and Mitigating Factors in Decisions to Accept Students with Criminal Records

ERIC Educational Resources Information Center

Brodersen, Miriam; Swick, Danielle; Richman, Jack

2009-01-01

Social work educators have few guidelines to help them evaluate master's of social work applicants with criminal records. This study surveyed 280 field supervisors and asked them to rate their likelihood of rejecting a student with a criminal record depending on crime type and mitigating factors. Results found that supervisors' perception of risk…

Microgravity

NASA Image and Video Library

2001-05-02

John Henson (grade 12) and Suzi Bryce (grade 10) from DuPont Manual High School in Louisville, Kentucky, conduct a drop with NASA's Microgravity Demonstrator. A camera and a TV/VCR unit let students play back recordings of how different physical devices behave differently during freefall as compared to 1-g. The activity was part of the education outreach segment of the Pan-Pacific Basin Workshop on Microgravity Sciences held in Pasadena, California. The event originated at the California Science Center in Los Angeles. The DuPont Manual students patched in to the event through the distance learning lab at the Louisville Science Center. This image is from a digital still camera; higher resolution is not available.

Ovulatory disturbances. Causative factors among Japanese student nurses in a dormitory.

PubMed

Nagata, I; Kato, K; Seki, K; Furuya, K

1986-01-01

The incidence of ovulatory disturbances in student nurses living in a restricted circumstance was evaluated by observing a basal body temperature (BBT) chart recorded for three to nine months by all of the student nurses in our medical college. The students were 18-21 years of age and were all living in a school dormitory. One hundred of the 154 students (64.9%) were anovulators during the school term. However, 40 of the anovulators showed ovulatory cycles with biphasic BBT patterns during their spring and/or summer holidays. The subjects' living conditions were investigated by questionnaire. Age of menarche, sport activity, self-perceived physical and mental work load, and native region did not appear to be related to their ovulatory disturbances. Weight-height-derived indices indicated that the anovulators had a tendency to corpulence as compared to the regular ovulators. Serum luteinizing hormone, follicle stimulating hormone, and prolactin levels of the anovulators were not significantly different from the regular ovulators.

Analyzing learning during Peer Instruction dialogues: A resource activation framework

NASA Astrophysics Data System (ADS)

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy; Sinclair, Christine M.

2014-12-01

Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place during these discussions or how they are beneficial to the processes of learning physics [M. C. James and S. Willoughby, Am. J. Phys. 79, 123 (2011)]. In this paper a framework for analyzing PI discussions developed through the lens of the "resources model" [D. Hammer, Am. J. Phys. 64, 1316 (1996); D. Hammer et al., Information Age Publishing (2005)] is proposed. A central hypothesis for this framework is that the dialogue with peers plays a crucial role in activating appropriate cognitive resources, enabling the students to see the problem differently, and therefore to answer the questions correctly. This framework is used to gain greater insights into the PI discussions of first year undergraduate physics students at the University of Edinburgh, UK, which were recorded using Livescribe Smartpens. Analysis of the dialogues revealed three different types of resource activation corresponding to increasing cognitive grain size. These were activation of knowledge elements, activation of linkages between knowledge elements, and activation of control structures (epistemic games and epistemological frames). Three case studies are examined to illustrate the role that peer dialogue plays in the activation of these cognitive resources in a PI session. The implications for pedagogical practice are discussed.

An Intensive Presentations Course in English for Aeronautical Engineering Students Using Cyclic Video Recordings

ERIC Educational Resources Information Center

Tatzl, Dietmar

2017-01-01

This article presents the design and evaluation of an intensive presentations course for aeronautical engineering students based on cyclic video recordings. The target group of this course in English for specific purposes (ESP) were undergraduate final-year students who needed to improve their presentation and foreign language skills to prepare…

Use of Pre-Recorded Video Demonstrations in Laboratory Courses

ERIC Educational Resources Information Center

Cicciarelli, Bradley A.

2013-01-01

Pre-recorded video demonstrations of laboratory experiments are used to introduce students to various experiments in a lab course instead of an in-class tutorial. In addition to saving time for both the students and the instructor, this allows students to watch the videos in an "on-demand" setting at their convenience, which is helpful…

Migrant Student Record Transfer System in New York State.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Migrant Education.

In 1970, the Migrant Student Record Transfer System (MSRTS) was funded through Title I of the Elementary and Secondary Education Act. A single center at Little Rock (Arkansas) was designed to contain a profile on each migrant student enrolled. The Center's aim was to assure a high degree of accuracy while maintaining flexibility and ready access…

The Use of Electronic Data Interchange under the Family Educational Rights and Privacy Act.

ERIC Educational Resources Information Center

Rhinehart, Paul T.

1996-01-01

When used in managing college student records, electronic data interchange allows electronic student records to be fed directly into a receiving institution's database instead of being sent by mail. Although the process offers many clear advantages, one important question that must be addressed is how students' privacy will be protected under a…

Lecture Recording System in Anatomy: Possible Benefit to Auditory Learners

ERIC Educational Resources Information Center

Bacro, Thierry R. H.; Gebregziabher, Mulugeta; Ariail, Jennie

2013-01-01

The literature reports that using Learning Recording Systems (LRS) is usually well received by students but that the pedagogical value of LRS in academic settings remains somewhat unclear. The primary aim of the current study is to document students' perceptions, actual pattern of usage, and impact of use of LRS on students' grade in a…

Within-School Spillover Effects of Foreclosures and Student Mobility on Student Academic Performance. Working Papers. No. 15-6

ERIC Educational Resources Information Center

Bradbury, Katharine; Burke, Mary A.; Triest, Robert K.

2014-01-01

Aside from effects on nearby property values, research is sparse on how foreclosures may generate negative externalities. Employing a unique dataset that matches individual student records from Boston Public Schools--including test scores, demographics, home address moves, and school changes--with real estate records indicating whether the student…

Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns

ERIC Educational Resources Information Center

von Konsky, Brian R.; Ivins, Jim; Gribble, Susan J.

2009-01-01

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability…

Preparing Payroll Register, Employee Earnings' Records, and Paychecks. Student's Manual and Instructor's Manual.

ERIC Educational Resources Information Center

McElveen, Peggy C.

Supporting performance objective 28 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on preparing a payroll register, employee earnings' records, and paychecks are included in this packet, which is one in a series. The student materials include a…

Recording skills practice on videotape can enhance learning - a comparative study between nurse lecturers and nursing students.

PubMed

Minardi, H A; Ritter, S

1999-06-01

Video recording techniques have been used in educational settings for a number of years. They have included viewing video taped lessons, using whole videos or clips of tapes as a trigger for discussion, viewing video recordings to observe role models for practice, and being video recorded in order to receive feedback on performance from peers and tutors. Although this last application has been in use since the 1960s, it has only been evaluated as a teaching method with health care professionals in the past 10 years and mostly in the areas of medical and counsellor education. In nurse education, however, use of video recording techniques has been advocated without any empirical evidence on its efficacy. This study has used nursing degree students and nurse educationalists to categorize statements from four cohorts of students who took part in a 12-day clinical supervision course during which their interpersonal skills were recorded on videotape. There were two categories: positive and negative/neutral. Analysis of the data showed that between 61% and 72% of the subjects gave an overall positive categorization to the statements in the questionnaire. Chi-square tests were significant for all groups in both categories. This suggests that both nursing students and nurse lecturers thought that course participants' statements expressed a positive belief that video tape recording is useful in enhancing students' ability to learn effective interpersonal skills in clinical supervision.

Analysing teachers' operations when teaching students: what constitutes scientific theories?

NASA Astrophysics Data System (ADS)

Holmqvist, Mona O.; Olander, Clas

2017-05-01

The aim of the study is to analyse teachers' efforts to develop secondary school students' knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev's three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers' (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students' needs and (2) the ways in which teachers' operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.

Physician Activities During Time Out of the Examination Room

PubMed Central

Gilchrist, Valerie; McCord, Gary; Schrop, Susan Labuda; King, Bridget D.; McCormick, Kenelm F.; Oprandi, Allison M.; Selius, Brian A.; Cowher, Michael; Maheshwary, Rishi; Patel, Falguni; Shah, Ami; Tsai, Bonny; Zaharna, Mia

2005-01-01

PURPOSE Comprehensive medical care requires direct physician-patient contact, other office-based medical activities, and medical care outside of the office. This study was a systematic investigation of family physician office-based activities outside of the examination room. METHODS In the summer of 2000, 6 medical students directly observed and recorded the office-based activities of 27 northeastern Ohio community-based family physicians during 1 practice day. A checklist was used to record physician activity every 20 seconds outside of the examination room. Observation excluded medical care provided at other sites. Physicians were also asked to estimate how they spent their time on average and on the observed day. RESULTS The average office day was 8 hours 8 minutes. On average, 20.1 patients were seen and physicians spent 17.5 minutes per patient in direct contact time. Office-based time outside of the examination room averaged 3 hours 8 minutes or 39% of the office practice day; 61% of that time was spent in activities related to medical care. Charting (32.9 minutes per day) and dictating (23.4 minutes per day) were the most common medical activities. Physicians overestimated the time they spent in direct patient care and medical activities. None of the participating practices had electronic medical records. CONCLUSIONS If office-based, medically related activities were averaged over the number of patients seen in the office that day, the average office visit time per patient would increase by 7 minutes (40%). Care delivery extends beyond direct patient contact. Models of health care delivery need to recognize this component of care. PMID:16338912

Monitoring Student Immunization, Screening, and Training Records for Clinical Compliance: An Innovative Use of the Institutional Learning Management System.

PubMed

Elting, Julie Kientz

2017-12-13

Clinical compliance for nursing students is a complex process mandating them to meet facility employee occupational health requirements for immunization, screening, and training prior to patient contact. Nursing programs monitor clinical compliance with in-house management of student records, either paper or electronic, or by contracting with a vendor specializing in online record tracking. Regardless of method, the nursing program remains fully accountable for student preparation and bears the consequences of errors. This article describes how the institution's own learning management system can be used as an accurate, cost-neutral, user-friendly, and Federal Educational Rights Protection Act-compliant clinical compliance system.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

PubMed

Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-04-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

The Electronic Health Record Objective Structured Clinical Examination: Assessing Student Competency in Patient Interactions While Using the Electronic Health Record.

PubMed

Biagioli, Frances E; Elliot, Diane L; Palmer, Ryan T; Graichen, Carla C; Rdesinski, Rebecca E; Ashok Kumar, Kaparaboyna; Galper, Ari B; Tysinger, James W

2017-01-01

Because many medical students do not have access to electronic health records (EHRs) in the clinical environment, simulated EHR training is necessary. Explicitly training medical students to use EHRs appropriately during patient encounters equips them to engage patients while also attending to the accuracy of the record and contributing to a culture of information safety. Faculty developed and successfully implemented an EHR objective structured clinical examination (EHR-OSCE) for clerkship students at two institutions. The EHR-OSCE objectives include assessing EHR-related communication and data management skills. The authors collected performance data for students (n = 71) at the first institution during academic years 2011-2013 and for students (n = 211) at the second institution during academic year 2013-2014. EHR-OSCE assessment checklist scores showed that students performed well in EHR-related communication tasks, such as maintaining eye contact and stopping all computer work when the patient expresses worry. Findings indicated student EHR skill deficiencies in the areas of EHR data management including medical history review, medication reconciliation, and allergy reconciliation. Most students' EHR skills failed to improve as the year progressed, suggesting that they did not gain the EHR training and experience they need in clinics and hospitals. Cross-institutional data comparisons will help determine whether differences in curricula affect students' EHR skills. National and institutional policies and faculty development are needed to ensure that students receive adequate EHR education, including hands-on experience in the clinic as well as simulated EHR practice.

[Healthy school environments].

PubMed

Quintero-Corzo, Josefina; Munévar-Molina, Raúl A; Munévar-Quintero, Fabio I

2015-04-01

Objective To determine factors that characterizes school environments and their relationship with student learning, welfare and health. Method This is a case study supported by a comprehensive qualitative paradigm applied to classroom ecology. The fieldwork was carried out in six public schools for students in economic strata one and two that use computers in virtual classrooms. The information was collected through field journals, film recordings, observation, and recordings of interviews. The information was analyzed by categories in open general and focused cycles. Results The virtual era has enriched the debate about the importance of the environment in pedagogical processes. Nonetheless, the emergence of new diseases is a risk which students are exposed to. Pollution and overcrowding factors prevail in traditional classroom activities, while in the computer rooms the environment is healthier. Hence the need to incorporate these issues into the curriculum reforms and action plans to guide healthy living of schoolchildren and their families. Despite budget constraints, innovative ideas and projects were found. Schools have developed free preventive and corrective strategies such as workshops, talks and lectures by invited specialists, trainees, and students writing theses. They have also introduced controlled Internet access. Conclusion The educational community understands that the concept of health is at the heart of a comprehensive concept of education. In addition, classroom ecology has determining implications for learning and living together in pleasant and healthy environments that are incorporated into institutional educational projects.

Verbal and nonverbal behavior of ability-grouped dyads

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Carter, Glenda

In this study we describe the social interactions of ability-grouped dyads as they constructed knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. The verbal and nonverbal behaviors of 30 fifth-grade students were recorded as they completed three activities related to balance. These student interactions were examined within a framework of social cognition. For each dyad, characteristics of ability-grouped dyads were identified. Results revealed that high-achieving students effectively used prior experiences, maintained focus on the learning task, and were able to manipulate the equipment effectively to construct knowledge. Low-achieving students exhibited off-task behavior, lacked a metacognitive framework for organizing the learning tasks, centered on irrelevant features of the equipment, and were unable to use language effectively to mediate learning. Within low-high student dyads, high-achieving students typically modeled thinking processes and strategies for manipulating equipment. In addition, they focused the low-achieving students on the components of the tasks while verbally monitoring their progress, thus enabling low students to identify the critical features necessary for concept construction. These results highlighted the differences that students have in the use of language and tools. Low students' inefficient use of tools has implications for the ways science teachers structure lessons and group students for laboratory work.Received: 8 March 1993; Revised: 6 January 1994;

A research strategy for the dynamic study of students' concepts and problem solving strategies using science software

NASA Astrophysics Data System (ADS)

Krajcik, Joseph S.; Simmons, Patricia E.; Lunetta, Vincent N.

Microcomputers and appropriate software have the potential to help students learn. They can also serve as appropriate media for investigating how students learn. In this article we describe a research strategy examining learning and behavior when students interacted with microcomputers and software. Results from two preliminary studies illustrate the strategy.A major feature of the strategy included recording students interacting with microcomputer software interfaced with a VCR. The VCR recorded the video output from a microcomputer and students' verbal commentary via microphone input. This technique allowed students' comments about their observations, perceptions, predictions, explanations, and decisions to be recorded simultaneously with their computer input and the display on the microcomputer monitor.The research strategy described can provide important information about cognitive and affective behaviors of students engaged in using instructional software. Research studies utilizing this strategy can enhance our understanding of how students develop and employ important concepts and scientific relationships, how students develop problem-solving skills and solve problems, and how they interact with instructional software. Results of such studies have important implications for teaching and for the design of instructional software.

Senior physiotherapy students as standardised patients for junior students enhances self-efficacy and satisfaction in both junior and senior students

PubMed Central

2014-01-01

Background Standardised patients are used in medical education to expose students to clinical contexts and facilitate transition to clinical practice, and this approach is gaining momentum in physiotherapy programs. Expense and availability of trained standardised patients are factors limiting widespread adoption, and accessing clinical visits with real patients can be challenging. This study addressed these issues by engaging senior students as standardised patients for junior students. It evaluated how this approach impacted self-reported constructs of both the junior and senior students. Methods Learning activities for undergraduate physiotherapy students were developed in five courses (Neurology, Cardiorespiratory and three Musculoskeletal courses) so that junior students (Year 2 and 3) could develop skills and confidence in patient interview, physical examination and patient management through their interaction with standardised patients played by senior students (Year 4). Surveys were administered before and after the interactions to record junior students’ self-reported confidence, communication, preparedness for clinic, and insight into their abilities; and senior students’ confidence and insight into what it is like to be a patient. Satisfaction regarding this learning approach was surveyed in both the junior and senior students. Results A total of 253 students completed the surveys (mean 92.5% response rate). Across all courses, junior students reported a significant (all P < 0.037) improvement following the standardised patient interaction in their: preparedness for clinic, communication with clients, confidence with practical skills, and understanding of their strengths and weaknesses in relation to the learning activities. Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P < 0.001). All students reported high satisfaction with this learning experience (mean score 8.5/10). Conclusion This new approach to peer-assisted learning using senior students as standardised patients resulted in positive experiences for both junior and senior students across a variety of physiotherapy areas, activities, and stages within a physiotherapy program. These findings support the engagement of senior students as standardised patients to enhance learning within physiotherapy programs, and may have application across other disciplines to address challenges associated with accessing real patients via clinical visits or utilising actors as standardised patients. PMID:24885224

Self-Reflection of Video-Recorded High-Fidelity Simulations and Development of Clinical Judgment.

PubMed

Bussard, Michelle E

2016-09-01

Nurse educators are increasingly using high-fidelity simulators to improve prelicensure nursing students' ability to develop clinical judgment. Traditionally, oral debriefing sessions have immediately followed the simulation scenarios as a method for students to connect theory to practice and therefore develop clinical judgment. Recently, video recording of the simulation scenarios is being incorporated. This qualitative, interpretive description study was conducted to identify whether self-reflection on video-recorded high-fidelity simulation (HFS) scenarios helped prelicensure nursing students to develop clinical judgment. Tanner's clinical judgment model was the framework for this study. Four themes emerged from this study: Confidence, Communication, Decision Making, and Change in Clinical Practice. This study indicated that self-reflection of video-recorded HFS scenarios is beneficial for prelicensure nursing students to develop clinical judgment. [J Nurs Educ. 2016;55(9):522-527.]. Copyright 2016, SLACK Incorporated.

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

PubMed

Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

2014-04-01

Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

Development of the electronic health records for nursing education (EHRNE) software program.

PubMed

Kowitlawakul, Yanika; Wang, Ling; Chan, Sally Wai-Chi

2013-12-01

This paper outlines preliminary research of an innovative software program that enables the use of an electronic health record in a nursing education curriculum. The software application program is called EHRNE, which stands for Electronic Heath Record for Nursing Education. The aim of EHRNE is to enhance student's learning of health informatics when they are working in the simulation laboratory. Integrating EHRNE into the nursing curriculum exposes students to electronic health records before they go into the workplace. A qualitative study was conducted using focus group interviews of nine nursing students. Nursing students' perceptions of using the EHRNE application were explored. The interviews were audio-taped and transcribed verbatim. The data was analyzed following the Colaizzi (1978) guideline. Four main categories that related to the EHRNE application were identified from the interviews: functionality, data management, timing and complexity, and accessibility. The analysis of the data revealed advantages and limitations of using EHRNE in the classroom setting. Integrating the EHRNE program into the curriculum will promote students' awareness of electronic documentation and enhance students' learning in the simulation laboratory. Preliminary findings suggested that before integrating the EHRNE program into the nursing curriculum, educational sessions for both students and faculty outlining the software's purpose, advantages, and limitations were needed. Following the educational sessions, further investigation of students' perceptions and learning using the EHRNE program is recommended. Copyright © 2012 Elsevier Ltd. All rights reserved.

Student attendance and academic performance in undergraduate obstetrics/gynecology clinical rotations.

PubMed

Deane, Richard P; Murphy, Deirdre J

2013-12-04

Student attendance is thought to be an important factor in the academic performance of medical students, in addition to having important regulatory, policy, and financial implications for medical educators. However, this relationship has not been well evaluated within clinical learning environments. To evaluate the relationship between student attendance and academic performance in a medical student obstetrics/gynecology clinical rotation. A prospective cohort study of student attendance at clinical and tutorial-based activities during a full academic year (September 2011 to June 2012) within a publicly funded university teaching hospital in Dublin, Ireland. Students were expected to attend 64 activities (26 clinical activities and 38 tutorial-based activities) but attendance was not mandatory. All 147 fourth-year medical students who completed an 8-week obstetrics/gynecology rotation were included. Student attendance at clinical and tutorial-based activities, recorded using a paper-based logbook. The overall examination score (out of a possible 200 points) was obtained using an 11-station objective structured clinical examination (40 points), an end-of-year written examination comprising 50 multiple-choice questions (40 points) and 6 short-answer questions (40 points), and an end-of-year long-case clinical/oral examination (80 points). Students were required to have an overall score of 100 points (50%) and a minimum of 40 points in the long-case clinical/oral examination (50%) to pass. The mean attendance rate was 89% (range, 39%-100% [SD, 11%], n = 57/64 activities). Male students (84% attendance, P = .001) and students who failed an end-of-year examination previously (84% attendance, P = .04) had significantly lower rates. There was a positive correlation between attendance and overall examination score (r = 0.59 [95% CI, 0.44-0.70]; P < .001). Both clinical attendance (r = 0.50 [95% CI, 0.32-0.64]; P < .001) and tutorial-based attendance (r = 0.57 [95% CI, 0.40-0.70]; P < .001) were positively correlated with overall examination score. The associations persisted after controlling for confounding factors of student sex, age, country of origin, previous failure in an end-of-year examination, and the timing of the rotation during the academic year. Distinction grades (overall score of ≥60%) were present only among students with attendance rates of 80% or higher. The odds of a distinction grade increased with each 10% increase in attendance (adjusted odds ratio, 5.52; 95% CI, 2.17-14.00). The majority of failure grades (6/10 students; 60%) occurred in students with attendance rates lower than 80%. The adjusted odds ratio for failure with attendance rates of 80% or higher was 0.11 (95% CI, 0.02-0.72). Among fourth-year medical students completing an 8-week obstetrics/gynecology clinical rotation, attendance at clinical and tutorial-based activities was positively correlated with overall examination scores. Further research is needed to understand whether the relationship is causal, and whether improving attendance rates can improve academic performance.

Dialogue as a tool for meaning making

NASA Astrophysics Data System (ADS)

Bruni, Angela Suzanne Dudley

In order to empower citizens to analyze the effects, risk, and value of science, a knowledge of scientific concepts is necessary (Mejlgaard, 2009). The formal educational system plays a role in this endeavor (Gil-Perez & Vilches, 2005). One proposed constructivist practice is the use of social learning activities using verbalized, shared cognition among learners. In an effort to investigate the effects of verbally shared cognition, this project sought to determine if social learning opportunities affect the mastery of content in gateway biology courses and to identify the types of dialogue students engage in during cognitive collaboration. Fifty-seven students enrolled in a small southern community college were randomly assigned into treatment groups for each of nine units of instruction. The treatment variable was participation in verbalized social learning activities. Treatment differences based on a pretest/posttest design were analyzed using various statistical methods and recorded student discussions were analyzed for characteristics of talk based on a model developed by Mercer. Findings support the use of social learning activities as a way to improve content knowledge. Students in the treatment group had higher posttest and gain scores than those in the control group, with statistical significance reached in some cases. Types of talk were examined to support the constructivist method of learning. Findings support the use of non-confrontational talk as the vector of meaning making within the classroom.

The Use of Lecture Recordings in Higher Education: A Review of Institutional, Student, and Lecturer Issues

ERIC Educational Resources Information Center

O'Callaghan, Frances V.; Neumann, David L.; Jones, Liz; Creed, Peter A.

2017-01-01

Web-based lecture technologies are being used increasingly in higher education. One widely-used method is the recording of lectures delivered during face-to-face teaching of on-campus courses. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. We…

The Effects of Recorded Lectures on Passing Rates in Online Math Courses

ERIC Educational Resources Information Center

Fital-Akelbek, Sandra; Akelbek, Mahmud

2018-01-01

In this mixed method study we investigate the impact of recorded lectures on passing rates in an online math course. For three years, we collected data from approximately 380 students enrolled in a first-year undergraduate online course, College Algebra. The data was used to compare the amount of time students spent watching recorded lectures and…

E.S.L. Video Recording Project at Martin Luther King, Jr. High School, Spring 1988. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Schlau, Beth

The English-as-a-Second-Language (ESL) video recording project was designed to use student-produced videotape recordings to help 120 limited-English-speaking students learn to speak, read, and write English. Staff participated in a series of workshops on video program development and production techniques. Four classes developed video productions,…

Synthesis of Available Research and Databases on the Migrant Education Program. Volume II: the Migrant Student Record Transfer System.

ERIC Educational Resources Information Center

Eckels, Elaine; Vorek, Robert

The Migrant Student Record Transfer System (MSRTS) is a nationwide computer-based communications network originally designed to transfer the health and educational records of migrant workers' children. This report assesses MSRTS data from September 1984 through June 1986 to determine the potential utility of such data for national studies of the…

How Will I Know What My Students Need? Preparing Preservice Teachers to Use Running Records to Make Instructional Decisions

ERIC Educational Resources Information Center

Gillett, Erin; Ellingson, Susan Pierson

2017-01-01

Effective teachers use assessment data to make instructional decisions. One of the most informative techniques to assess young learners' reading progress in the primary grades is the running record. Running records provide concrete evidence of students' skills, reading levels, strategies, and progress as readers. The data gathered help teachers…

Beyond School Records: The Value of Cognitive and Affective Engagement in Predicting Dropout and On-Time Graduation

ERIC Educational Resources Information Center

Lovelace, Matthew D.; Reschly, Amy L.; Appleton, James J.

2018-01-01

Early warning systems use school record data--such as attendance rate, behavior records, and course performance--to identify students at risk of dropping out. These are useful predictors of graduation-related outcomes, in large part because they indicate a student's level of engagement with school. However, these data do not indicate how invested…

Pubic Lice (Pthirus pubis): History, Biology and Treatment vs. Knowledge and Beliefs of US College Students

PubMed Central

Anderson, Alice L.; Chaney, Elizabeth

2009-01-01

Pubic lice (Pthirus pubis) maintain a worldwide parasitic population infesting two to over 10 percent of human populations, continuing a presence that has been constant since early evidence 10,000 years ago. Outbreaks in the 1970s have been recorded, but incomplete records preclude description of a definitive population cycle. Current levels of infestation in a US college student population were investigated in this study. Knowledge and opinions of students were also recorded in an online survey administered to college students taking a basic health course at a mid-sized East Coast University. In a group of 817 students, 35 reported experience with pubic lice or other STD infection. Knowledge, beliefs, and treatment attitudes were examined for the 782 students who did not have experience with either pubic lice or STD infection. These students deemed antibiotics as a viable treatment for pubic lice infestation. They also indicated negative attitudes toward the use of pesticide crèmes, which are the most useful prescription. Symptoms and transmission myths in student answers are described. PMID:19440402

Impact of online lecture-capture on student outcomes in a therapeutics course.

PubMed

Bollmeier, Suzanne G; Wenger, Philip J; Forinash, Alicia B

2010-09-10

To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p < 0.002). Seventy-two percent of students reported no influence of online files on class attendance. Posting lectures online did not affect student outcomes, but students did score higher on the final examination.

Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course

ERIC Educational Resources Information Center

Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.

2016-01-01

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Feasibility of a Student Unit Record System within the Integrated Postsecondary Education Data System. Research and Development Report. NCES 2005-160

ERIC Educational Resources Information Center

Cunningham, Alisa F.; Milam, John

2005-01-01

This report examines the feasibility of implementing a student unit record system to replace the student-related components that currently are based on aggregate institution-level data collected as part of the Integrated Postsecondary Education Data System (IPEDS). The feasibility study was initiated by the National Center for Education Statistics…

Association of school performance indicators with implementation of the healthy kids, smart kids programme: case study.

PubMed

Nansel, Tonja R; Huang, Terry T K; Rovner, Alisha J; Sanders-Butler, Yvonne

2010-01-01

The purpose of the present analysis was to examine secular trends in school performance indicators in relationship to the implementation of a programme targeting the school food and physical activity environment. Data on available school performance indicators were obtained; retrospective analyses were conducted to assess trends in indicators in association with programme implementation; each outcome was regressed v. year, beginning with the year prior to programme implementation. The Healthy Kids, Smart Kids programme, a grass-roots effort to enhance the school food and physical activity environment in the Browns Mill Elementary School in Georgia. Data included publicly available school records from the years 1995 to 2006. The number of nurse, counselling and disciplinary referrals per 100 students demonstrated a downward trend, while standardized test scores demonstrated an upward trend beginning in the year of programme implementation. School year was a significant predictor of all indicators. Promoting nutrition and physical activity within the school environment may be a promising approach for enhancing both student health and educational outcomes.

Developing a multi-method approach to data collection and analysis for explaining the learning during simulation in undergraduate nurse education.

PubMed

Bland, Andrew J; Tobbell, Jane

2015-11-01

Simulation has become an established feature of undergraduate nurse education and as such requires extensive investigation. Research limited to pre-constructed categories imposed by some questionnaire and interview methods may only provide partial understanding. This is problematic in understanding the mechanisms of learning in simulation-based education as contemporary distributed theories of learning posit that learning can be understood as the interaction of individual identity with context. This paper details a method of data collection and analysis that captures interaction of individuals within the simulation experience which can be analysed through multiple lenses, including context and through the lens of both researcher and learner. The study utilised a grounded theory approach involving 31 under-graduate third year student nurses. Data was collected and analysed through non-participant observation, digital recordings of simulation activity and focus group deconstruction of their recorded simulation by the participants and researcher. Focus group interviews enabled further clarification. The method revealed multiple levels of dynamic data, concluding that in order to better understand how students learn in social and active learning strategies, dynamic data is required enabling researchers and participants to unpack what is happening as it unfolds in action. Copyright © 2015 Elsevier Ltd. All rights reserved.

Associations between psychometrically assessed life history strategy and daily behavior: data from the Electronically Activated Recorder (EAR)

PubMed Central

2018-01-01

Life history theory has generated cogent, well-supported hypotheses about individual differences in human biodemographic traits (e.g., age at sexual maturity) and psychometric traits (e.g., conscientiousness), but little is known about how variation in life history strategy (LHS) is manifest in quotidian human behavior. Here I test predicted associations between the self-report Arizona Life History Battery and frequencies of 12 behaviors observed over 72 h in 91 US college students using the Electronically Activated Recorder (EAR), a method of gathering periodic brief audio recordings as participants go about their daily lives. Bayesian multi-level aggregated binomial regression analysis found no strong associations between ALHB scores and behavior frequencies. One behavior, presence at amusement venues (bars, concerts, sports events) was weakly positively associated with ALHB-assessed slow LHS, contrary to prediction. These results may represent a challenge to the ALHB’s validity. However, it remains possible that situational influences on behavior, which were not measured in the present study, moderate the relationships between psychometrically-assessed LHS and quotidian behavior. PMID:29868275

Associations between psychometrically assessed life history strategy and daily behavior: data from the Electronically Activated Recorder (EAR).

PubMed

Manson, Joseph H

2018-01-01

Life history theory has generated cogent, well-supported hypotheses about individual differences in human biodemographic traits (e.g., age at sexual maturity) and psychometric traits (e.g., conscientiousness), but little is known about how variation in life history strategy (LHS) is manifest in quotidian human behavior. Here I test predicted associations between the self-report Arizona Life History Battery and frequencies of 12 behaviors observed over 72 h in 91 US college students using the Electronically Activated Recorder (EAR), a method of gathering periodic brief audio recordings as participants go about their daily lives. Bayesian multi-level aggregated binomial regression analysis found no strong associations between ALHB scores and behavior frequencies. One behavior, presence at amusement venues (bars, concerts, sports events) was weakly positively associated with ALHB-assessed slow LHS, contrary to prediction. These results may represent a challenge to the ALHB's validity. However, it remains possible that situational influences on behavior, which were not measured in the present study, moderate the relationships between psychometrically-assessed LHS and quotidian behavior.

Developing Programs of Supervised Agricultural Experience. Developing an SAE Program Using the Missouri Agricultural Record Book for Secondary Students. Analyzing the SAE Program Using the Missouri Farm Business Record Book. Instructor's Guide. Volume 21, Number 9.

ERIC Educational Resources Information Center

Admire, Myron

This curriculum guide to the Supervised Agricultural Experience (SAE) program contains four units of insturctor's materials as follows: Unit 1: Developing an SAE Program; Unit 2: Using the Missouri Agricultural Record Book for Secondary Students; Unit 3: Analyzing the SAE Program; and Unit 4: Using the Missouri Farm Business Record Book. The…

Using Wage Record Data To Measure the Success of Students in the Labor Market: A Longitudinal Study of Former Cabrillo College Occupational Education Students' Employment and Wages (Cohorts 1990 and 1991).

ERIC Educational Resources Information Center

Luan, Jing

In 1995, Cabrillo College was one of 18 California community colleges to participate in a pilot study on the uses of Unemployment Insurance (UI) wage record data for tracking employment rates of former community college students. The employment status of students who left the college in 1990 and 1991 was reported for their last year in college,…

Information-seeking strategies and science content understandings of sixth-grade students using on-line learning environments

NASA Astrophysics Data System (ADS)

Hoffman, Joseph Loris

1999-11-01

This study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of data suggests sites with high quality general design, navigation, and content helped to foster the construction of broad and accurate understandings, while context and interactivity had less impact. However, student engagement with inquiry strategies had a greater impact on the construction of understandings. Gaining accurate and in-depth understandings from on-line resources is a complex process for young learners. Teachers can support students by helping them engage in all phases of the information-seeking process, locate useful information with prescreened resources, build background understanding with off-line instruction, and process new information deeply through extending writing and conversation.

A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools

ERIC Educational Resources Information Center

Simcock, D. C.; Chua, W. H.; Hekman, M.; Levin, M. T.; Brown, S.

2017-01-01

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the…

Probing the Natural World, Level III, Record Book, Teacher's Guide: What's Up? Intermediate Science Curriculum Study.

ERIC Educational Resources Information Center

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the teacher's edition of the Record Book for the unit "What's Up" of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The correct answers to the questions from the student text are recorded. An introductory note to the teacher explains how to use the book. Answers are included for the activities…

Extent of ICT Application in the Management of Administrative and Student Personnel Records in the Public Universities in Enugu State, Nigeria

ERIC Educational Resources Information Center

Chidobi, Roseline Unoma

2015-01-01

The purpose of the study is to identify the extent of ICT application in management of administrative and student personnel record in the public universities in Enugu state. The study was a survey research the quantitative data were collected through a 20-item questionnaire title "Extent of ICT Application in Record management"…

Understanding Pain and Pain Management in Elderly Nursing Home Patients Applying an Interprofessional Learning Activity in Health Care Students: A Norwegian Pilot Study.

PubMed

Damsgård, Elin; Solgård, Hege; Johannessen, Karin; Wennevold, Katrine; Kvarstein, Gunnvald; Pettersen, Gunn; Garcia, Beate

2018-05-17

Pain is common among elderly patients in nursing homes. However, pain assessment and treatment are inadequate. Interprofessional treatment is recommended, and consequently interprofessional education in pain management is necessary. This pilot project aimed to describe how two interprofessional groups of students approached pain management in two nursing home patients. We formed two teams comprising one student from the nursing, physical therapy, pharmacy, and medical educations. Each team spent one day examining a patient with chronic pain at a nursing home and they developed pain management plans. We collected data through video recordings during teamwork before and after examining the patients and field notes during the patient examination. We analysed the video-recordings applying the seven-step model including 1) viewing the video data, 2) describing the video data, 3) identifying critical events, 4) transcribing, 5) coding, 6) constructing storyline and 7) composing a narrative. Field notes supplied the transcripts. Both teams succeeded in making a pain management plan for their patient. The common examination of the patient was crucial for the students' approaches to pain management and changed their pre-assumptions about the patients' pain. By sharing knowledge and reflecting together, the students reached a common consensus on suggestions for management of the patients' problems. Interprofessional collaboration fostered enthusiasm and a more holistic pain management approach. However,students' lack of knowledge limited their understanding of pain. Knowledge of pain management in nursing home patients and the practice of interprofessional cooperation should be included in pain curricula for health care professionals. Copyright © 2018 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

One project of Educational Innovation applying news Information and Communications Technologies (ICT): CyberAula 2.0

NASA Astrophysics Data System (ADS)

Mendiola, M. A.; Aguado, P. L.; Espejo, R.

2012-04-01

The main objective of the CyberAula 2.0 project is to support, record and validate videoconferencing and lecture recording services by means the integration of the Polytechnic University of Madrid (UPM) Moodle Platform with both the Global Plaza platform and Isabel videoconference tool. Each class session is broadcast on the Internet and then recorded, enabling geographically distant students to participate in on-campus classes. All the software used in the project is open source. The videoconferencing tool that we have used is called Isabel and the web platform to schedule, perform, stream, record and publish the videoconferences automatically is called GlobalPlaza. Both of them have been developed at UPM (Universidad Politécnica de Madrid) and are specifically designed for educational purposes. Each class session is broadcasted on the Internet and recorded, enabling geographically distant students to participate live in on-campus classes with questions through a chat tool or through the same videoconference. In order to provide educational support to GlobalPlaza, the CyberAula 2.0 project has been proposed. GlobalPlaza (Barra et al., 2011) is the web platform to schedule, perform, stream, record and publish videoconferences automatically. It is integrated with the videoconferencing tool called Isabel (Quemada et al, 2005), which is a real-time collaboration tool for the Internet, which supports advanced collaborative web/videoconferencing with application sharing and TV like media integration. Both of them are open source solutions which have been developed at our university. GlobalPlaza is a web application developed in the context of the GLOBAL project, a research project supported by the European Commission's seventh framework program. Students can review the recording lectures when needed through Moodle. In this paper we present the project developed at the Escuela Técnica Superior de Ingenieros Agrónomos (ETSIA), Secondary Cycle free-elective-subject, which is currently in process of expiration with the introduction of new curricula within the framework of the European Higher Education Space. Students participate in this subject with outstanding interest, thus achieving transversal competences as they must prepare and present a report in the last week of the Semester. The Project development background was the inclusion of the subject Plants of agro-alimentary interest. It has a quite remarkable, attractive practical deal within the Subjects Offer by this Center and it is one of the most demanded subjects of the free elective ones by students, whose active participation can be highlighted, either in practical workshops or in their individual presentation of reports. In the workshops they must identify, describe, classify and even taste several species of agro-alimentary interest (fruits of tempered or tropical regions, aromatic plants and spices, edible mushrooms and cereals and pseudocereals), many of them formerly unknown for the majority. They are asked to fill some questionnaires in order to consolidate concepts and to evaluate their personal participation in the subject development.

The Flipped Classroom: Fertile Ground for Nursing Education Research.

PubMed

Bernard, Jean S

2015-07-16

In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC's current state of the science within higher education. Examination of this model's definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.

Conductivity, A Simple Method to Probe Micellar Solutions

NASA Astrophysics Data System (ADS)

Bachofer, Steven J.

1996-09-01

A conductivity experiment on the tetradecyltrimethylammonium X-benzoate surfactants and the corresponding sodium X-benzoate salts demonstrates how this physical property can be applied to the study of the complex equilibria of ionic micellar aggregates. The surfactant CMC and fractional ionization constant (alpha) values are determined from the conductivity measurements. A student class studies the surfactants, in which a number of substituted benzoate counterions are utilized, and can be introduced to Quantitative Structure-Activity Relationships (QSAR) to explain the resulting CMC values. High quality data can be recorded with ease. The data from a student class illustrate that CMC values are sensitive to the hydrophobicity of the X-benzoate anion. However, hydrophobicity is not the only important parameter to be considered. The student class can propose other important factors with some additional reading of the colloidal literature.

The definition and evaluation of the skills required to obtain a patient's history of illness: the use of videotape recordings

PubMed Central

Anderson, J.; Dowling, M. A. C.; Day, J. L.; Pettingale, K. W.

1970-01-01

Videotape recording apparatus was used to make records of case histories obtained from patients by students and doctors. These records were studied in order to identify the skills required to obtain a patient's history of illness. Each skill was defined. A questionnaire was developed in order to assess these skills and three independent observers watched the records of eighteen students and completed a questionnaire for each. The results of this were analysed for reliability and reproducibility between examiners. Moderate reliability and reproducibility were demonstrated. The questionnaire appeared to be a valid method of assessment and was capable of providing significant discrimination between students for each skill. A components analysis suggested that the marks for each skill depend on an overall impression obtained by each examiner and this overall impression is influenced by different skills for each examiner. PMID:5488220

Feedback in action within bedside teaching encounters: a video ethnographic study.

PubMed

Rizan, Chantelle; Elsey, Christopher; Lemon, Thomas; Grant, Andrew; Monrouxe, Lynn V

2014-09-01

Feedback associated with teaching activities is often synonymous with reflection on action, which comprises the evaluative assessment of performance out of its original context. Feedback in action (as correction during clinical encounters) is an underexplored, complementary resource facilitating students' understanding and learning. The purpose of this study was to explore the interactional patterns and correction modalities utilised in feedback sequences between doctors and students within general practice-based bedside teaching encounters (BTEs). A qualitative video ethnographic approach was used. Participants were recorded in their natural settings to allow interactional practices to be contextually explored. We examined 12 BTEs recorded across four general practices and involving 12 patients, four general practitioners and four medical students (209 minutes and 20 seconds of data) taken from a larger corpus. Data analysis was facilitated by Transana video analysis software and informed by previous conversation analysis research in ordinary conversation, classrooms and health care settings. A range of correction strategies across a spectrum of underlying explicitness were identified. Correction strategies classified at extreme poles of this scale (high or low explicitness) were believed to be less interactionally effective. For example, those using abrupt closing of topics (high explicitness) or interactional ambiguity (low explicitness) were thought to be less effective than embedded correction strategies that enabled the student to reach the correct answer with support. We believe that educators who are explicitly taught linguistic strategies for how to manage feedback in BTEs might manage learning more effectively. For example, clinicians might maximise learning moments during BTEs by avoiding abrupt or ambiguous feedback practices. Embedded correction strategies can enhance student participation by guiding students towards the correct answer. Clinician corrections can sensitively manage student face-saving by minimising the exposure of student error to patients. Furthermore, we believe that the effective practices highlighted by our analysis might facilitate successful transformation of feedback in action into feedback for action. © 2014 John Wiley & Sons Ltd.

Negotiating Access to Health Information to Promote Students' Health.

PubMed

Radis, Molly E; Updegrove, Stephen C; Somsel, Anne; Crowley, Angela A

2016-04-01

Access to student health information, such as immunizations, screenings, and care plans for chronic conditions, is essential for school nurses to fulfill their role in promoting students' health. School nurses typically encounter barriers to accessing health records and spend many hours attempting to retrieve health information. As a result, nurses' time is poorly utilized and students may suffer adverse outcomes including delayed school entry. In response to this pressing public health issue, a school medical advisor and director of school nurses in a local health department successfully negotiated access for school nurses to three health record systems: a state immunization tracking system, an electronic lead surveillance program, and an electronic health record system. This negotiation process is presented within a framework of the Theory of Diffusion of Innovation and provides a strategy for other school nurses seeking access to student health information. © The Author(s) 2015.

Cyrillic Transliteration and Its Users.

ERIC Educational Resources Information Center

Aissing, Alena L.

1995-01-01

Explores problems of three groups of Russian-language students using romanized Cyrillic bibliographic records. Investigates students' ability to keyword search using Russian records romanized according to Library of Congress transliteration tables. Results show that transliteration is one of the factors limiting access by Russian-language students…