student testing program: Topics by Science.gov

Sample records for student testing program

Evaluation of a Secure Laptop-Based Testing Program in an Undergraduate Nursing Program: Students' Perspective.

PubMed

Tao, Jinyuan; Gunter, Glenda; Tsai, Ming-Hsiu; Lim, Dan

2016-01-01

Recently, the many robust learning management systems, and the availability of affordable laptops, have made secure laptop-based testing a reality on many campuses. The undergraduate nursing program at the authors' university began to implement a secure laptop-based testing program in 2009, which allowed students to use their newly purchased laptops to take quizzes and tests securely in classrooms. After nearly 5 years' secure laptop-based testing program implementation, a formative evaluation, using a mixed method that has both descriptive and correlational data elements, was conducted to seek constructive feedback from students to improve the program. Evaluation data show that, overall, students (n = 166) believed the secure laptop-based testing program helps them get hands-on experience of taking examinations on the computer and gets them prepared for their computerized NCLEX-RN. Students, however, had a lot of concerns about laptop glitches and campus wireless network glitches they experienced during testing. At the same time, NCLEX-RN first-time passing rate data were analyzed using the χ2 test, and revealed no significant association between the two testing methods (paper-and-pencil testing and the secure laptop-based testing) and students' first-time NCLEX-RN passing rate. Based on the odds ratio, however, the odds of students passing NCLEX-RN the first time was 1.37 times higher if they were taught with the secure laptop-based testing method than if taught with the traditional paper-and-pencil testing method in nursing school. It was recommended to the institution that better quality of laptops needs to be provided to future students, measures needed to be taken to further stabilize the campus wireless Internet network, and there was a need to reevaluate the Laptop Initiative Program.
Self-Reported Drug and Alcohol Use and Attitudes toward Drug Testing in High Schools with Random Student Drug Testing

ERIC Educational Resources Information Center

DuPont, Robert L.; Campbell, Michael D.; Campbell, Teresa G.; Shea, Corinne L.; DuPont, Helen S.

2013-01-01

Many schools implement random student drug testing (RSDT) programs as a drug prevention strategy. This study analyzes self-report surveys of students in eight secondary schools with well-established RSDT programs, comparing students who understood they were subject to testing and students who understood they were not subject to testing. Students…
Drug Testing High School Athletes and the Fourth Amendment.

ERIC Educational Resources Information Center

Bjorklun, Eugene C.

1993-01-01

Examines recent court decisions regarding the legality of drug-testing programs aimed at student athletes. Concludes the drug-testing programs will be upheld if the program is narrowly drawn with regard to the student population; aims at limited and achievable goals; involves random selection of students for testing; and imposes penalties…
An enrichment program for South Carolina high school students interested in future biomedical science professions.

PubMed

McLean, A H; Gibbs, T; Sugimoto, T; Altekruse, J M

1983-06-01

The Biomedical Sciences Program of the University of South Carolina intends to increase the number of qualified, economically disadvantaged minority students graduating from educational programs that lead to careers in the health field. The objective is to provide students with an overview of the health care delivery system in the United States and to acquaint students with a wide range of health care occupations and opportunities in the health care field. Experience-based learning, through site visits to different health care centers, is used in this program.In 1981, 100 ninth-grade students from rural school districts in South Carolina were recruited to participate in the program from 1981 through 1985. To assist in evaluation of the summer program, each student completed a self-administered questionnaire composed of questions related to background information and a pre-test covering factual material derived from information provided by visits to health care delivery agencies. At the completion of the summer program, the same test (excluding the collection of background material) was administered as a post-test.Of the 113 students who took the pre-test, 89 students also took the post-test. The decrease in students was accounted for by early withdrawal from the summer program or conflicts in scheduled events. Of the post-test group, 75 (84.3 percent) were nonwhite and 14 (15.7 percent) were white. The sex distribution was 60 women (67.4 percent) and 29 men (32.6 percent).Follow-up on academic advancement and career development progress is planned for each student over the next five years.
34 CFR 668.153 - Administration of tests for students whose native language is not English or for persons with...

Code of Federal Regulations, 2010 CFR

2010-07-01

... program that is taught in English with an ESL component, and the student is enrolled in that program and the ESL component, the student must take either an ESL test approved under § 668.148(b), or a test in... enrolled in a program that is taught in English without an ESL component, or the student does not enroll in...
Student Drug Testing in the Context of Positive and Negative School Climates: Results from a National Survey

ERIC Educational Resources Information Center

Sznitman, Sharon R.; Dunlop, Sally M.; Nalkur, Priya; Khurana, Atika; Romer, Daniel

2012-01-01

Positive school climates and student drug testing have been separately proposed as strategies to reduce student substance use in high schools. However, the effects of drug testing programs may depend on the favorability of school climates. This study examined the association between school drug testing programs and student substance use in schools…
A Regression Model Approach to First-Year Honors Program Admissions Serving a High-Minority Population

ERIC Educational Resources Information Center

Rhea, David M.

2017-01-01

Many honors programs make admissions decisions based on student high school GPA and a standardized test score. However, McKay argued that standardized test scores can be a barrier to honors program participation, particularly for minority students. Minority students, particularly Hispanic and African American students, are apt to have lower…
Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities

ERIC Educational Resources Information Center

Lancaster, Paula E.; Schumaker, Jean B.; Lancaster, Sean J. C.; Deshler, Donald D.

2009-01-01

Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test a computerized program to teach the Test-Taking Strategy (Hughes, Schumaker, Deshler, & Mercer, 1988) to secondary-level students with disabilities. The…
Engaging Community College Students Using an Engineering Learning Community

NASA Astrophysics Data System (ADS)

Maccariella, James, Jr.

The study investigated whether community college engineering student success was tied to a learning community. Three separate data collection sources were utilized: surveys, interviews, and existing student records. Mann-Whitney tests were used to assess survey data, independent t-tests were used to examine pre-test data, and independent t-tests, analyses of covariance (ANCOVA), chi-square tests, and logistic regression were used to examine post-test data. The study found students that participated in the Engineering TLC program experienced a significant improvement in grade point values for one of the three post-test courses studied. In addition, the analysis revealed the odds of fall-to-spring retention were 5.02 times higher for students that participated in the Engineering TLC program, and the odds of graduating or transferring were 4.9 times higher for students that participated in the Engineering TLC program. However, when confounding variables were considered in the study (engineering major, age, Pell Grant participation, gender, ethnicity, and full-time/part-time status), the analyses revealed no significant relationship between participation in the Engineering TLC program and course success, fall-to-spring retention, and graduation/transfer. Thus, the confounding variables provided alternative explanations for results. The Engineering TLC program was also found to be effective in providing mentoring opportunities, engagement and motivation opportunities, improved self confidence, and a sense of community. It is believed the Engineering TLC program can serve as a model for other community college engineering programs, by striving to build a supportive environment, and provide guidance and encouragement throughout an engineering student's program of study.
Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach.

PubMed

Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

2018-01-01

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as "mentors" and ten incoming and current autistic college students participated in the program as "mentees." Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college.
Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach

PubMed Central

Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

2018-01-01

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as “mentors” and ten incoming and current autistic college students participated in the program as “mentees.” Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college. PMID:29487547
Multidimensional Computerized Adaptive Scholastic Aptitude Test Program Used for Grade 9 Students under Different Reviewing Test Conditions

ERIC Educational Resources Information Center

Khunkrai, Naruemon; Sawangboon, Tatsirin; Ketchatturat, Jatuphum

2015-01-01

The aim of this research is to study the accurate prediction of comparing test information and evaluation result by multidimensional computerized adaptive scholastic aptitude test program used for grade 9 students under different reviewing test conditions. Grade 9 students of the Secondary Educational Service Area Office in the North-east of…
McGraw-Hill Programmed Reading Evaluation.

ERIC Educational Resources Information Center

Norfolk Public Schools, VA.

One of the programs included in "Effective Reading Programs...," this program, begun in 1972, serves about 3,600 disadvantaged first through fourth grade students. The independent learning approach is featured in this program. Placement tests help teachers determine each child's needs, and diagnostic tests monitor student progress.…
Embedding assessment in a simulation skills training program for medical and midwifery students: A pre- and post-intervention evaluation.

PubMed

Kumar, Arunaz; Nestel, Debra; East, Christine; Hay, Margaret; Lichtwark, Irene; McLelland, Gayle; Bentley, Deidre; Hall, Helen; Fernando, Shavi; Hobson, Sebastian; Larmour, Luke; Dekoninck, Philip; Wallace, Euan M

2018-02-01

Simulation-based programs are increasingly being used to teach obstetrics and gynaecology examinations, but it is difficult to establish student learning acquired through them. Assessment may test student learning but its role in learning itself is rarely recognised. We undertook this study to assess medical and midwifery student learning through a simulation program using a pre-test and post-test design and also to evaluate use of assessment as a method of learning. The interprofessional simulation education program consisted of a brief pre-reading document, a lecture, a video demonstration and a hands-on workshop. Over a 24-month period, 405 medical and 104 midwifery students participated in the study and were assessed before and after the program. Numerical data were analysed using paired t-test and one-way analysis of variance. Students' perceptions of the role of assessment in learning were qualitatively analysed. The post-test scores were significantly higher than the pre-test (P < 0.001) with improvements in scores in both medical and midwifery groups. Students described the benefit of assessment on learning in preparation of the assessment, reinforcement of learning occurring during assessment and reflection on performance cementing previous learning as a post-assessment effect. Both medical and midwifery students demonstrated a significant improvement in their test scores and for most students the examination process itself was a positive learning experience. © 2017 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.
Implementation of an Aggressive Random Drug-Testing Policy in a Rural School District: Student Attitudes Regarding Program Fairness and Effectiveness

ERIC Educational Resources Information Center

Evans, Garret D.; Reader, Steven; Liss, Heidi J.; Wiens, Brenda A.; Roy, Antara

2006-01-01

School districts are increasingly initiating random drug-testing (RDT) programs in an effort to curb substance-use rates among students, yet little is known about student attitudes toward RDT and potential obstacles to program acceptance and effectiveness. The authors surveyed 1011 9th through 11th grade students in 2 rural high schools in North…
Initiating a Developmental Motor Skills Program for Identified Primary Students.

ERIC Educational Resources Information Center

Harville, Valerie Terrill

A physical education specialist at an elementary school in one of the fastest growing sections of the country developed and implemented a developmental motor skills program for primary school students. The program focused on: (1) developing a method of referring students for testing; (2) providing a specialized motor diagnostic test; (3) improving…
Drug Testing Incoming Residents and Medical Students in Family Medicine Training: A Survey of Program Policies and Practices.

PubMed

Bell, Paul F; Semelka, Michael W; Bigdeli, Laleh

2015-03-01

Despite well-established negative consequences, high rates of substance use and related disorders continue to be reported. Physicians in training are not immune from this, or the associated risks to their health and careers, while impaired physicians are a threat to patient safety. We surveyed family medicine residency programs' practices relating to drug testing of medical students and incoming residents. The survey asked about the extent to which residency programs are confronted with trainees testing positive for prohibited substances, and how they respond. The survey was sent to the directors of family medicine residency programs. A total of 205 directors (47.2%) completed the survey. A majority of the responding programs required drug testing for incoming residents (143, 68.9%). Most programs did not require testing of medical students (161, 81.7%). Few programs reported positive drug tests among incoming residents (9, 6.5%), and there was only 1 reported instance of a positive result among medical students (1, 3.3%). Respondents reported a range of responses to positive results, with few reporting that they would keep open training spots or offer supportive services for a medical student who tested positive. Changing laws legalizing certain drugs may require corresponding changes in the focus on drug testing and associated issues in medical training; however, many residency program directors were not aware of their institution's current policies. Programs will need to reexamine drug testing policies as new generations of physicians, growing up under altered legal circumstances concerning drug use, progress to clinical training.
Providing Transparency and Credibility: The Selection of International Students for Australian Universities. An Examination of the Relationship between Scores in the International Student Admissions Test (ISAT), Final Year Academic Programs and an Australian University's Foundation Program

ERIC Educational Resources Information Center

Lai, Kelvin; Nankervis, Susan; Story, Margot; Hodgson, Wayne; Lewenberg, Michael; Ball, Marita MacMahon

2008-01-01

Throughout 2003-04 five cohorts of students in their final year of school studies in various Malaysian colleges and a group of students completing an Australian university foundation year in Malaysia sat the International Student Admissions Test (ISAT). The ISAT is a multiple-choice test of general academic abilities developed for students whose…
A program evaluation of Protovation Camp at an elementary school in North Carolina

NASA Astrophysics Data System (ADS)

Cavoly, Denise Y.

The purpose of this program evaluation was to investigate the impact over time teachers' self-efficacies and the outcome expectancies of those who participated in an inquiry-based, hands-on, constructivist professional development program to learn science content. The hope was that after active participation in this inquiry-based professional development program that provides science inquiry experiences, the teachers, graduate students and elementary students would gain content knowledge, increase self-efficacies, and provide the outcome expectancies of the learning development program that provides science inquiry experiences. The mixed-methods approach used quantitative and qualitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, Science Process Skills Inventory (SPSI) and content tests based on the camp activities. Additionally, TOSRA scores, Teacher Sense of Efficacy Scale (TSES), and Thinking about Science Survey (TSSI) results for the graduate students and elementary teachers were used along with qualitative data collected from plusdelta charts and interviews to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual elementary students was an important component for teachers and graduate students as they prepare to positively impact student learning in their own classrooms. The findings of this study suggest that it is not just the length of the professional development program that is crucial, but the need for an implementation period while teachers work to transfer the learning to the classroom to their own students is critical to the success of process.
78 FR 32242 - Notice of Proposed Collection Requests; Comment Request; Program for International Student...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-29

... International Student Assessment (PISA 2015) Recruitment and Field Test AGENCY: Department of Education. ACTION..., page 22530) for the Program for International Student Assessments (PISA 2015) Recruitment and Field Test, 1850-0755. Since that time, the PISA has been amended. It reflects a change in the field test...

Constructing Programming Tests from an Item Pool: Pushing the Limits of Student Knowledge Using Assessment and Learning Analytics

ERIC Educational Resources Information Center

Ivancevic, Vladimir

2014-01-01

Tests targeting the upper limits of student ability could aid students in their learning. This article gives an overview of an approach to the construction of such tests in programming, together with ideas on how to implement and refine them within a learning management system.
The HISD Class of 1991: American College Testing Program (ACT).

ERIC Educational Resources Information Center

Ronacher, Karl; And Others

This report analyzes the performance of students in the graduating class of 1991 of the Houston (Texas) Independent School District (HISD) who took the American College Testing Program (ACT) test. Eleven percent of the class of 1991, 796 students, graduated with ACT scores. Houston White, Black, and Mexican American students obtained higher…
Student Experiences of High-Stakes Testing for Progression in One Undergraduate Nursing Program

ERIC Educational Resources Information Center

McClenny, Tammy

2016-01-01

High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…
The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).
A Structured Career Intervention Program for Academically Challenged Students

ERIC Educational Resources Information Center

Salleh, Amla; Abdullah, Syed Mohamad; Mahmud, Zuria; Ghavifekr, Simin; Ishak, Noriah

2013-01-01

A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students' career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and…
[Development and effects of emotional intelligence program for undergraduate nursing students: mixed methods research].

PubMed

Lee, Oi Sun; Gu, Mee Ock

2014-12-01

This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.
Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

NASA Astrophysics Data System (ADS)

Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.
Scholarships for scientific initiation encourage post-graduation degree.

PubMed

Pinto, Gabriela S; Nascimento, Gustavo G; Mendes, Matheus S; Ogliari, Fabrício A; Demarco, Flávio F; Correa, Marcos B

2014-01-01

This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.
Influence of Genetic Counseling Graduate Program Websites on Student Application Decisions.

PubMed

Ivan, Kristina M; Hassed, Susan; Darden, Alix G; Aston, Christopher E; Guy, Carrie

2017-12-01

This study investigated how genetic counseling educational program websites affect application decisions via an online survey sent to current students and recent graduates. Program leadership: directors, assistant directors, associate directors, were also surveyed to determine where their opinions coincided or differed from those reported by students and recent graduates. Chi square analysis and t-tests were used to determine significance of results. A two-sample t-test was used to compare factors students identified as important on a 5-point Likert scale with those identified by directors. Thematic analysis revealed three major themes students consider important for program websites: easy navigation, website content, and website impression. Directors were interested in how prospective students use their program website and what information they found most useful. Students indicated there were specific programs they chose not to apply to due to the difficulty of using the website for that program. Directors significantly underestimated how important information about application requirements was to students in making application decisions. The information reported herein will help individual genetic counseling graduate programs improve website functionality and retain interested applicants.
An evaluative study of the impact of the "Curriculum Alignment Toolbox" on middle school science achievement

NASA Astrophysics Data System (ADS)

Jones, Carol L.

The number of computer-assisted education programs on the market is overwhelming science teachers all over the Michigan. Though the need is great, many teachers are reluctant to procure computer-assisted science education programs because they are unsure of the effectiveness of such programs. The Curriculum Alignment Toolbox (CAT) is a computer-based program, aligned to the Michigan Curriculum Framework's Benchmarks for Science Education and designed to supplement science instruction in Michigan middle schools. The purpose of this study was to evaluate the effectiveness of CAT in raising the standardized test scores of Michigan students. This study involved 419 students from one urban, one suburban and one rural middle school. Data on these students was collected from 4 sources: (1) the 8th grade Michigan Education Assessment Program (MEAP) test, (2) a 9 question, 5-point Likert-type scale student survey, (3) 4 open-response student survey questions and (4) classroom observations. Results of this study showed that the experimental group of 226 students who utilized the CAT program in addition to traditional instruction did significantly better on the Science MEAP test than the control group of 193 students who received only traditional instruction. The study also showed that the urban students from a "high needs" school seemed to benefit most from the program. Additionally, though both genders and all identified ethnic groups benefited from the program, males benefited more than females and whites, blacks and Asian/Pacific Islander students benefited more than Hispanic and multi-racial students. The CAT program's success helping raise the middle school MEAP scores may well be due to some of its components. CAT provided students with game-like experiences all based on the benchmarks required for science education and upon which the MEAP test is based. The program also provided visual and auditory stimulation as well as numerous references which students indicated they enjoyed. Additionally, as best-practice, the questioning in all the gaming within CAT did not allow a student to continue until he/she had given the correct answer, thus reinforcing the correct response.
Feeding the pipeline: academic skills training for predental students.

PubMed

Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr

2008-06-01

This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students in college courses and thus increase their level of competitiveness in the dental school admissions process.
Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

ERIC Educational Resources Information Center

Rothman, Terri; Henderson, Mary

2011-01-01

This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…
Implementation of a computer database testing and analysis program.

PubMed

Rouse, Deborah P

2007-01-01

The author is the coordinator of a computer software database testing and analysis program implemented in an associate degree nursing program. Computer software database programs help support the testing development and analysis process. Critical thinking is measurable and promoted with their use. The reader of this article will learn what is involved in procuring and implementing a computer database testing and analysis program in an academic nursing program. The use of the computerized database for testing and analysis will be approached as a method to promote and evaluate the nursing student's critical thinking skills and to prepare the nursing student for the National Council Licensure Examination.
Infusing Counseling Skills in Test Interpretation.

ERIC Educational Resources Information Center

Rawlins, Melanie E.; And Others

1991-01-01

Presents an instructional model based on Neurolinguistic Programming that links counseling student course work in measurement and test interpretation with counseling techniques and theory. A process incorporating Neurolinguistic Programming patterns is outlined for teaching graduate students the counseling skills helpful in test interpretation.…
Student Assessment Handbook, 2000-2001. Georgia Statewide Student Assessment Program.

ERIC Educational Resources Information Center

Georgia State Dept. of Education, Atlanta. Office of Research, Evaluation, and Assessment.

This handbook contains information about the statewide testing programs in Georgia. These programs provide a comprehensive perspective on students' educational achievement from kindergarten through high school. This guide contains information on these statewide assessments: (1) the Georgia Kindergarten Assessment Program-Revised; (2) the…
Evaluation of an interprofessional education program for advanced practice nursing and dental students: The oral-systemic health connection.

PubMed

Nash, Whitney A; Hall, Lynne A; Lee Ridner, S; Hayden, Dedra; Mayfield, Theresa; Firriolo, John; Hupp, Wendy; Weathers, Chandra; Crawford, Timothy N

2018-07-01

In response to the growing body of evidence supporting the need for expanded interprofessional education among health professions, an interprofessional education program, based on the Interprofessional Education Collaborative Core Competencies, was piloted with nurse practitioner and dental students. The purpose of this pilot study was to evaluate a technology enhanced interprofessional education program focused on the oral-systemic health connection for nurse practitioner and dental students. A two-group comparative study using cross-sectional data and a quasi-experimental one-group pre-test/post-test design were used to evaluate students' knowledge of IPE core competencies, attitudes toward interprofessional education and interdisciplinary teamwork, and self-efficacy in functioning as a member of an interdisciplinary team. This program was implemented with master of science in nursing students pursuing a primary care nurse practitioner (NP) degree and dental students at a large urban academic health sciences center. Cohort 1 (N = 75) consisted of NP (n = 34) and dental students (n = 41) at the end of their degree program who participated in a one-time survey. Cohort 2 (N = 116) was comprised of second-year NP students (n = 22) and first-year dental students (n = 94) who participated in the IPE program. Students participated in a multi-faceted educational program consisting of technology- enhanced delivery as well as interactive exercises in the joint health assessment course. Data were collected prior to the initiation and at the conclusion of the program. Nurse practitioner and dental students who participated in the program had better self-efficacy in functioning as a member of an interdisciplinary team than graduating students who did not participate. Students from both nursing and dentistry who participated in the program had significantly improved self-efficacy in functioning in interprofessional teams from pre- to post-test. An interprofessional education program can be a valuable addition to the health professions curriculum of nurse practitioner and dental students. Care must be taken to address logistical issues when working with students in different academic programs. Copyright © 2018. Published by Elsevier Ltd.
Impact of Automated Software Testing Tools on Reflective Thinking and Student Performance in Introductory Computer Science Programming Classes

ERIC Educational Resources Information Center

Fridge, Evorell; Bagui, Sikha

2016-01-01

The goal of this research was to investigate the effects of automated testing software on levels of student reflection and student performance. This was a self-selecting, between subjects design that examined the performance of students in introductory computer programming classes. Participants were given the option of using the Web-CAT…
Evaluation of an Intervention Instructional Program to Facilitate Understanding of Basic Particle Concepts among Students Enrolled in Several Levels of Study

ERIC Educational Resources Information Center

Treagust, David F.; Chandrasegaran, A. L.; Zain, Ahmad N. M.; Ong, Eng Tek; Karpudewan, Mageswary; Halim, Lilia

2011-01-01

The efficacy of an intervention instructional program was evaluated to facilitate understanding of particle theory concepts among students (N = 190) using a diagnostic instrument consisting of eleven two-tier multiple-choice items in a pre-test--post-test design. The students involved were high school students, undergraduates and postgraduates…
A Bystander Bullying Psychoeducation Program with Middle School Students: A Preliminary Report

ERIC Educational Resources Information Center

Midgett, Aida; Doumas, Diana; Sears, Dara; Lundquist, Amanda; Hausheer, Robin

2015-01-01

This study evaluated the effectiveness of a brief, stand-alone bystander bullying psychoeducation program for middle school students. The purpose of the program was to train students to take action as peer advocates. Pre- and post-tests indicated that after completing the 90-minute psychoeducation program, students reported an increase in their…
A Program Evaluation of a Seminar Program

ERIC Educational Resources Information Center

Lyons, Robert Dale, Jr.

2013-01-01

When students do not score well on standardized tests, their school can suffer. In an attempt to improve standardized test scores, a district placed students into a program called Seminar to help them work on weak areas of content through personalized instruction. The purpose of this project study was to assess if the Seminar program had a…

[Development and Testing of a Mastery Learning Program of Nursing Skills for Undergraduate Nursing Students].

PubMed

Park, SoMi; Hur, Hea Kung; Kim, Ki Kyong; Song, Hee Young

2017-08-01

This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills. © 2017 Korean Society of Nursing Science
Mathematics Boot Camps: A Strategy for Helping Students to Bypass Remedial Courses

NASA Astrophysics Data System (ADS)

Hamilton, Marilyn A. L.

Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.
Tuberculosis Infection in Urban Adolescents: Results of a School-Based Testing Program.

ERIC Educational Resources Information Center

Barry, M. Anita; And Others

1990-01-01

Discusses a tuberculosis skin testing program introduced for seventh and tenth grade students in Boston (Massachusetts) public schools. Positivity rate was significantly higher in tenth grade students. Among those testing positive, the majority were born outside the United States. Results suggest that testing may identify a significant number of…
Effect of a Novel Interdisciplinary Teaching Program in the Care-continuum on Medical Student Knowledge and Self-Efficacy.

PubMed

Lathia, Amanda; Rothberg, Michael; Heflin, Mitchell; Nottingham, Kelly; Messinger-Rapport, Barbara

2015-10-01

Medical students report that they receive inadequate training in different levels of care, including care transitions to and from post-acute (PA) and long-term care (LTC). The authors implemented the Medical Students as Teachers in Extended Care (MedTEC) program as an educational innovation at the Cleveland Clinic to address training in the care-continuum, as well as the new medical student and physician competencies in PA/LTC. MedTEC is a 7-hour interactive program that supplements standard geriatric didactics during the medical student primary care rotation. This study evaluated the performance of the program in improving medical student knowledge and attitudes on levels and transitions of care. The program occurs in a community facility that includes subacute/skilled nursing, assisted living, and nursing home care. Five to 8 students completing their primary care rotation at the Cleveland Clinic are required to participate in the MedTEC program each month. The program includes up to 3 hours of interactive discussion and opportunities to meet facility staff, residents, and patients. The highlight of the program is a student-led in-service for facility staff. With institutional review board approval as an exempt educational research project, pre- and postactivity surveys assessed self-efficacy and knowledge regarding levels of care for students who participated in the program and a student comparison group. The post-program knowledge test also was administered to hospital medicine staff, and test performance was compared with medical students who participated in the MedTEC program. Between October 2011 and December 2013, approximately 100 students participated in 20 sessions of MedTEC. All students reported improved self-efficacy and attitudes regarding care of older adults and care transition management. Mean percentage correct on the knowledge test increased significantly from 59.8% to 71.2% (P = .004) for the MedTEC participants but not for the comparison group students (63.1%-58.3%, P = .47). There was no significant difference in mean percentage correct on the post-program knowledge test between MedTEC medical students and hospitalists (71.0% versus 70.3%, P = .86). Students led 8 in-service sessions for facility staff on various topics relating to the care of older adults in PA/LTC. The MedTEC program appears to be a successful innovation in medical student education on levels of care. It could serve as a model for building competency of health professionals on managing care transitions and determining appropriate levels of care for older adults. Copyright © 2015 AMDA – The Society for Post-Acute and Long-Term Care Medicine. Published by Elsevier Inc. All rights reserved.
Effectiveness of an integrated handwriting program for first-grade students: a pilot study.

PubMed

Case-Smith, Jane; Holland, Terri; Bishop, Beth

2011-01-01

We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting-writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor student performance and provide immediate feedback. The 12-wk program was implemented with 1 class of 19 students. We administered the Evaluation of Children's Handwriting Test, Minnesota Handwriting Assessment, and Woodcock-Johnson Fluency and Writing Samples test at baseline, immediately after the Write Start program, and at the end of the school year. Students made large, significant gains in handwriting legibility and speed and in writing fluency that were maintained at 6-mo follow-up. The Write Start program appears to promote handwriting and writing skills in first-grade students and is ready for further study in controlled trials.
Competitive Effects of Means-Tested School Vouchers. NBER Working Paper No. 16056

ERIC Educational Resources Information Center

Figlio, David N.; Hart, Cassandra M. D.

2010-01-01

We study the effects of private school competition on public school students' test scores in the wake of Florida's Corporate Tax Credit Scholarship program, now known as the Florida Tax Credit Scholarship Program, which offered scholarships to eligible low-income students to attend private schools. Specifically, we examine whether students in…
Fall-to-Fall Testing versus Spring-to-Spring Testing: What Is the Impact on a Local Community's Chapter 1 Evaluation?

ERIC Educational Resources Information Center

Bushner, Diane E.

The impact of a decision by a local program under Chapter 1, the federally funded program of financial assistance to special educational needs of children, to test students fall-to-fall or spring-to-spring was studied. Students enrolled in a Chapter 1 reading program in 1988-89 were tested on a fall-to-spring basis, a spring-to-spring basis, and a…
Using an On-Line Test To Assess Reading Skills and Predict the Ability To Successfully Pass a Reading SOL Test.

ERIC Educational Resources Information Center

Simpson, Katherine P.

Designing a remediation program to meet students' needs involves finding out what a student knows and needs to know. An online testing program, such as eduTest, may provide the answers. This test is a versatile instrument that offers benchmark tests, grade specific tests, and strand tests in the four content areas for grades K through 8. The…
Measuring the Impact of Cultural Competence Training for Dental Hygiene Students.

PubMed

Daugherty, Heather N; Kearney, Rachel C

2017-10-01

Purpose: The purpose of this study was to measure the change in levels of knowledge of providing culturally competent care and self-assessed cultural competence of senior level dental hygiene students after the implementation of an online cultural competence training module. Methods: Twenty-eight members of the senior class of 31 dental hygiene students (N=28) volunteered to participate in this IRB approved study at the Ohio State University School of Dentistry. The students took the online Inventory for Assessing the Process of Cultural Competence- Student Version (IAPCC-SV), to assess their self-perceived cultural competence. Upon completion of the pre-test, students then completed the United States Department of Health and Human Services (HHS) Office of Minority Health (OMH) Cultural Competency Program for Oral Health Professionals; a three-module online training program designed to measure increased knowledge of cultural competence. Three weeks following the initial pre-test and upon completion of the Cultural Competency Program for Oral Health Professionals online learning modules, students re-took the IAPCC-SV. Results: Twenty-eight senior dental hygiene students completed the IAPCC-SV pre-test, the OMH e-learning modules and the IAPCC-SV post-test. The average score on the pre-test was 55.14±7.54 and the average score on the post-test was 61.33±7.86. There was a significant difference in pre-test and post-test scores (p<0.001). There were also significant differences in the constructs of knowledge of cultural competence (p<0.001) and skill (p<0.001). Conclusion: The HHS OMH Cultural Competency Program for Oral Health Professionals was effective for increasing dental hygiene students' levels of knowledge of cultural competence. Copyright © 2017 The American Dental Hygienists’ Association.
The validity of ACT-PEP test scores for predicting academic performance of registered nurses in BSN programs.

PubMed

Yang, J C; Noble, J

1990-01-01

This study investigated the validity of three American College Testing-Proficiency Examination Program (ACT-PEP) tests (Maternal and Child Nursing, Psychiatric/Mental Health Nursing, Adult Nursing) for predicting the academic performance of registered nurses (RNs) enrolled in bachelor's degree BSN programs nationwide. This study also examined RN students' performance on the ACT-PEP tests by their demographic characteristics: student's age, sex, race, student status (full- or part-time), and employment status (full- or part-time). The total sample for the three tests comprised 2,600 students from eight institutions nationwide. The median correlation coefficients between the three ACT-PEP tests and the semester grade point averages ranged from .36 to .56. Median correlation coefficients increased over time, supporting the stability of ACT-PEP test scores for predicting academic performance over time. The relative importance of selected independent variables for predicting academic performance was also examined; the most important variable for predicting academic performance was typically the ACT-PEP test score. Across the institutions, student demographic characteristics did not contribute significantly to explaining academic performance, over and above ACT-PEP scores.
Developing and implementing an assessment method to evaluate a virtual canine anatomy program.

PubMed

Linton, Andrea; Schoenfeld-Tacher, Regina; Whalen, L Ray

2005-01-01

A computer-based anatomy program, Virtual Canine Anatomy: The Head, was incorporated into a first-year veterinary dissection laboratory two years ago to address challenges inherent in the traditional pedagogical approach. The program uses specimen photographs, QuickTime Virtual Reality, and interactive features to help students study the dissection, osteology, and radiology of the canine head. Photographs of each phase of dissection are displayed in the program, along with dissection instructions. Students can click on anatomical structures in each photograph to highlight the selected structure and display a complete description of it. Related structures and views are accessible through hyperlinks. This study was designed to measure student and faculty attitudes toward the instructional software, to gauge its effect on student achievement, and to propose evaluation methodology and instrumentation for similar projects. Observations, interviews, focus groups, surveys, and test results were used for this assessment. Results suggest positive student and faculty attitudes toward the program. Students felt the program met their needs, increased their confidence and efficiency, and was easy to use. Both students and instructors felt the program was beneficial during dissection. There was no significant change in student achievement on course tests. Future research will measure the program's effect on student-instructor interactions.
Drug Testing and the Evolution of Federal and State Regulation of Intercollegiate Athletics: A Chill Wind Blows.

ERIC Educational Resources Information Center

Schaller, William Lynch

1991-01-01

Discussion of drug testing in intercollegiate athletics programs looks at federal and state regulation of drug-testing programs as it affects student-athletes and, in comparison, the employer-employee relationship. Judicial approaches in student-athlete drug-testing cases are also examined. Increased federal regulation is seen as imminent. Steps…
The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students

ERIC Educational Resources Information Center

Bottini, Cheryl L.

2017-01-01

The purpose of this study was to evaluate the effect of a school counselor-led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic students' self-regulation, school attendance, and test anxiety. The study used non-identifying archival data from a random controlled trial (RCT) collected at 30…
Using skin carotenoids to assess dietary changes in students after one academic year of participating in the shaping healthy choices program

USDA-ARS?s Scientific Manuscript database

Objective: To determine whether 4th-grade students participating in the Shaping Healthy Choices Program (SHCP), a school-based nutrition intervention, change vegetable intake Design: quasi-experimental single group pre-test, post-test with a self-selected, convenience sample of students recruited at...
The effectiveness of web-programming module based on scientific approach to train logical thinking ability for students in vocational high school

NASA Astrophysics Data System (ADS)

Nashiroh, Putri Khoirin; Kamdi, Waras; Elmunsyah, Hakkun

2017-09-01

Web programming is a basic subject in Computer and Informatics Engineering, a program study in a vocational high school. It requires logical thinking ability in its learning activities. The purposes of this research were (1) to develop a web programming module that implement scientific approach that can improve logical thinking ability for students in vocational high school; and (2) to test the effectiveness of web programming module based on scientific approach to train students' logical thinking ability. The results of this research was a web-programming module that apply scientific approach for learning activities to improve logical thinking ability of students in the vocational high school. The results of the effectiveness test of web-programming module give conclusion that it was very effective to train logical thinking ability and to improve learning result, this conclusion was supported by: (1) the average of posttest result of students exceeds the minimum criterion value, it was 79.91; (2) the average percentage of students' logical thinking score is 82,98; and (3) the average percentage of students' responses to the web programming module was 81.86%.
Program evaluation of Protovation Camp

NASA Astrophysics Data System (ADS)

Healy, Laurel Lynell Martin

The purpose of this program evaluation was to determine the extent to which Protovation Camp utilized the combined resources of multiple institutions to impact student learning in science, technology, engineering, and math. The partnership consisted of multiple institutions: the university, providing graduate students to facilitate inquiry-based lessons; the science center, allowing the use of their facilities and resources; and the elementary school, contributing rising third through fifth grade campers. All of these components were examined. The mixed-methods approach used post hoc quantitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, and content tests based on the camp activities. Additionally, TOSRA scores and current survey results for the graduate students were used along with qualitative data collected from plusdelta charts to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual students (campers) was an important component for teachers (graduate students) as they prepare to positively impact student learning in their own classrooms. Immediate feedback from the campers in the form of pre-test and post-test scores and from peers on plusdelta charts allowed the graduate students the opportunity to make needed adjustments to improve effectiveness before using the lesson with a new set of campers or later in their own classrooms. Keywords. Teacher preparation, Inquiry-based instruction, STEM instructions, University and museum partnerships
A study on Korean nursing students' educational outcomes

PubMed Central

Oh, Kasil; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook

2011-01-01

The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, χ2-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification. PMID:21602914
Student Cultural Interaction in a Short-Term Study Abroad Program

ERIC Educational Resources Information Center

Niendorf, Bruce; Alberts, Heike

2017-01-01

Empirical studies of the effects of short-term study abroad programs have found mixed results. This study uses a pre-post test design to assess the effect on student cross-cultural adaptability of a 2-week study abroad program to Germany that includes substantial student interaction with Germans. Pretrip to post-trip, students showed a significant…
Emotion self-regulation, psychophysiological coherence, and test anxiety: results from an experiment using electrophysiological measures.

PubMed

Bradley, Raymond Trevor; McCraty, Rollin; Atkinson, Mike; Tomasino, Dana; Daugherty, Alane; Arguelles, Lourdes

2010-12-01

This study investigated the effects of a novel, classroom-based emotion self-regulation program (TestEdge) on measures of test anxiety, socioemotional function, test performance, and heart rate variability (HRV) in high school students. The program teaches students how to self-generate a specific psychophysiological state--psychophysiological coherence--which has been shown to improve nervous system function, emotional stability, and cognitive performance. Implemented as part of a larger study investigating the population of tenth grade students in two California high schools (N = 980), the research reported here was conducted as a controlled pre- and post-intervention laboratory experiment, using electrophysiological measures, on a random stratified sample of students from the intervention and control schools (N = 136). The Stroop color-word conflict test was used as the experiment's stimulus to simulate the stress of taking a high-stakes test, while continuous HRV recordings were gathered. The post-intervention electrophysiological results showed a pattern of improvement across all HRV measures, indicating that students who received the intervention program had learned how to better manage their emotions and to self-activate the psychophysiological coherence state under stressful conditions. Moreover, students with high test anxiety exhibited increased HRV and heart rhythm coherence even during a resting baseline condition (without conscious use of the program's techniques), suggesting that they had internalized the benefits of the intervention. Consistent with these results, students exhibited reduced test anxiety and reduced negative affect after the intervention. Finally, there is suggestive evidence from a matched-pairs analysis that reduced test anxiety and increased psychophysiological coherence appear to be directly associated with improved test performance--a finding consistent with evidence from the larger study.
Project Eureka: A Program for the Academically Gifted.

ERIC Educational Resources Information Center

Weller, L. David

The Irving, Texas, Independent School District developed and implemented Project Eureka, a 1 year program, with Elementary Secondary Education Act Title IV, Part C monies, for grade 5 middle school gifted students. Of the 1,750 students tested on the School and College Aptitude Test and the Scientific Research Associates Achievement Test, and…

The Effectiveness of Mandatory-Random Student Drug Testing. NCEE 2010-4025

ERIC Educational Resources Information Center

James-Burdumy, Susanne; Goesling, Brian; Deke, John; Einspruch, Eric

2010-01-01

To help assess the effects of school-based random drug testing programs, the U.S. Department of Education's Institute of Education Sciences (IES) contracted with RMC Research Corporation and Mathematica Policy Research to conduct an experimental evaluation of the Mandatory-Random Student Drug Testing (MRSDT) programs in 36 high schools within…
A program using medical students to teach high school students about AIDS.

PubMed

Johnson, J A; Sellew, J F; Campbell, A E; Haskell, E G; Gay, A A; Bell, B J

1988-07-01

In the spring of 1987, 20 medical students from the Eastern Virginia Medical School of the Medical College of Hampton Roads were involved in a pilot program to teach about the acquired immune deficiency syndrome (AIDS) to high school senior students in Norfolk, Virginia. The medical students received instruction about AIDS from basic science and clinical faculty members at the medical school in preparation for the project. All participating high school seniors completed a 15-item knowledge test about AIDS prior to the intervention and an equivalent posttest one week after the program was completed. T-test analysis revealed a significant increase in knowledge by students at all five high schools. Responses to 10 subjective posttest questions indicated that the high school students were interested in learning about AIDS and having medical students as their teachers. This program provides an example of how medical institutions can develop a collaborative community education project that contributes to the education of medical students.
A Two-Tier Test-Based Approach to Improving Students' Computer-Programming Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen J. H.; Hwang, Gwo-Haur

2015-01-01

Computer programming is an important skill for engineering and computer science students. However, teaching and learning programming concepts and skills has been recognized as a great challenge to both teachers and students. Therefore, the development of effective learning strategies and environments for programming courses has become an important…
Effect of Range Training: Comparison of Road Test Scores for Driver Education Students.

ERIC Educational Resources Information Center

Council, Forrest M.; And Others

The study compared the driver licensing test performance of two groups of driver education students: those involved in North Carolina's multi-vehicle range program and students in the "30 and 6" program (30 hours of class instruction and six hours of "behind the whell" instruction). It evaluated the performance of 3,049 applicants (all aged 16 and…
Intervention program efficacy for spelling difficulties.

PubMed

Sampaio, Maria Nobre; Capellini, Simone Aparecida

2014-01-01

To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.
Large-scale academic achievement testing of deaf and hard-of-hearing students: past, present, and future.

PubMed

Qi, Sen; Mitchell, Ross E

2012-01-01

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.
A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

PubMed

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.
Increased adolescent knowledge and behavior following a one-time educational intervention about tuberculosis.

PubMed

Hatzenbuehler, Lindsay A; Starke, Jeffrey R; Smith, E O'Brian; Turner, Teri L; Balmer, Doreen F; Arif, Zainab; Guzman, Francisco; Cruz, Andrea T

2017-05-01

To evaluate the impact of a tuberculosis (TB) educational intervention (EI) on change in adolescent student knowledge and participation in a TB prevention program. From 2/2013-5/2015, students from 2 high schools in Houston, TX participated. The 25-min EI discussed TB bacteriology, epidemiology, symptoms, and indications for TB testing/treatment. Students completed pre- and post-quizzes. Immediately after the EI, students were invited to participate in voluntary TB risk-factor screening, testing and treatment. At 6 months, focus groups were conducted. 895 students attended the EI. 827 students (92%) completed the EI quizzes. Knowledge improved by 12% (pre: 70%; post: 82%, p<0.001); 78% shared their TB knowledge. Following the EI, 671/827 (81%) enrolled in a TB prevention program. Focus groups indicated that the EI stimulated student learning about TB and increased their willingness to participate. A brief, one-time, TB EI is an effective method to encourage adolescents to learn about TB and motivate their uptake of TB risk-factor screening, testing and treatment. Similar EIs should accompany TB prevention programs targeting adolescents. The study's procedures could be considered for incorporation into school-based TB prevention programs to improve the identification, testing and treatment of adolescents at risk for TB. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
Attitudes of College Freshmen in an Experimental Program.

ERIC Educational Resources Information Center

Smith, M. Daniel

This report describes the results of 2 questionnaires designed to measure students' perceptions of and satisfaction with aspects of their small liberal arts college environment. The test was administered to samples of students enrolled in the experimental program, alternates (students who had volunteered for the experimental program but were not…
Multimedia Educational Program Increases Science Achievement Among Inner-City Non-Asian Minority Middle-School Students

PubMed Central

Murray, Nancy G.; Opuni, Kwame A.; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M.; Hobbs, Mary

2011-01-01

This study tested the effectiveness of a middle-school, multi-media health-sciences educational program called HEADS UP in non-Asian–minority (Hispanic and African American), inner-city students. The program was designed to increase the number of non-Asian minority students entering the academic health-sciences pipeline. Students of Asian ethnicity were excluded because they are not underrepresented in science professions. The curriculum modules include video role-model stories featuring minority scientists and students, hands-on classroom activities, and teacher resources. The modules (evaluated from 2004-2007) were developed through collaboration among The University of Texas Health Sciences Center, the Spring Branch Independent School District, and the Health Museum, Houston. A quasi-experimental, two-group pre-test/post-test design was used to assess program effects on students' performance, interest, and confidence in their ability to perform well in science; fear of science; and confidence in their ability to pursue science-related careers. An intervention school was matched to a comparison school by test scores, school demographics, and student demographics. Then, pairs of sixth-grade students (428 students) were matched by fifth-grade scores in science and by gender, ethnicity, and poverty status (free or reduced lunch) and followed up for three years. At eighth grade, students from the intervention school scored significantly higher (F=12.38, p<0.001) on the Stanford 10 Achievement Test in science and reported higher interest in science (F=11.08, p<0.001) than their matched pairs from the comparison school. HEADS UP shows potential for improving inner-city minority middle school students' performance and interest in science and is an innovative example of translating health-sciences research to the community. PMID:19474564
The Effect of iMentor's College Ready Program on High School Students' College Aspirations and Non-Cognitive Skills

ERIC Educational Resources Information Center

Merrill, Lisa; Siman, Nina; Kang, David; Soltani, Jasmine; Wulach, Suzanne

2015-01-01

A growing body of research shows that school-based mentoring programs can be a flexible and cost-effective way to improve student outcomes. Effective mentoring programs create close bonds between students and caring adults, providing students with an important source of emotional support. This study tests the effects of a new model--whole…
Simulation: The Effects of Simulation on High Stakes Testing in Undergradute Nursing Education

ERIC Educational Resources Information Center

Walters, Linda

2014-01-01

Many nursing programs use standardized testing packages in order to evaluate students' content mastery as well as predict probability of passing the National Council Licensure for Registered Nurses (NCLEX-RN). Instead of a diagnosis for weak content areas, programs implement testing policies in the belief that such policies ensure student success…
Programmed Instruction for Teaching Java: Consideration of Learn Unit Frequency and Rule-Test Performance

ERIC Educational Resources Information Center

Emurian, Henry H.

2007-01-01

At the beginning of a Java computer programming course, nine students in an undergraduate class and nine students in a graduate class completed a web-based programmed instruction tutoring system that taught a simple computer program. All students exited the tutor with an identical level of skill, at least as determined by the tutor's required…
Factors Associated with Student Participation in a School-based Hepatitis B Immunization Program.

ERIC Educational Resources Information Center

Goldstein, Susan T.; Cassidy, William M.; Hodgson, Wesley; Mahoney, Francis J.

2001-01-01

Examined relationships between participation in school-based hepatitis B immunization programs and teacher attitudes toward school-based health care and student socioeconomic status (SES). Data on teacher attitudes, student standardized test scores, and student SES indicated that SES was the most important predictor of student participation. The…
An educational program about premarital screening for unmarried female students in King Abdul-Aziz University, Jeddah.

PubMed

Ibrahim, Nahla Khamis Ragab; Al-Bar, Hussein; Al-Fakeeh, Ali; Al Ahmadi, Jawaher; Qadi, Mahdi; Al-Bar, Adnan; Milaat, Waleed

2011-03-01

The present study was conducted to assess knowledge and attitude of unmarried female students in King Abdul-Aziz University (KAU) towards premarital screening (PMS) program, to determine predictors of high students' knowledge scores and to improve their knowledge about PMS through conduction of an educational campaign. Multi-stage stratified random sample method was used with recruitment of 1563 students from all faculties of KAU, during the educational year 2008-2009. The Pre-test included 30 knowledge items and 14 attitude statements with student's response through a 5-point Likert scale. Health education was conducted using audiovisual aids through pre-designed educational materials. Statistical analysis was done by SPSS version 16. Students' knowledge about the program was generally low before the educational campaign. The predictors of high knowledge scores were being a health science student (aOR=4.15; 95% CI: 2.97-5.81), age ≥20 years (aOR=2.78; 95% CI: 2.01-3.85), family history of hereditary diseases and income ≥10,000 SR/month. Regarding attitude, almost all students (99.0%) agreed on the importance of PMS. After the educational program, students' knowledge about PMS was markedly improved. The mean students' knowledge score was 9.85 ± 5.36 in Pre-test and improved to 18.45 ± 4.96 in Post-test, with a highly statistical significant difference (paired t=25.40, p<0.000). The educational program was successful in improving students' knowledge about the PMS. Conduction of similar educational programs and adding PMS in the curriculum of secondary and university education are recommended. Copyright © 2010 King Saud Bin Abdulaziz University for Health Sciences. Published by Elsevier Ltd. All rights reserved.
Students' Midprogram Content Area Performance as a Predictor of End-of-Program NCLEX Readiness.

PubMed

Brussow, Jennifer A; Dunham, Michelle

2017-12-22

Many programs have implemented end-of-program predictive testing to identify students at risk of NCLEX-RN failure. Unfortunately, for many students, end-of-program testing comes too late. Regression and relative importance analysis were used to explore relationships between 9 content area assessments and an end-of-program assessment shown to be predictive of NCLEX-RN success. Results indicate that scores on assessments for content areas such as medical surgical nursing and care of children are predictive of end-of-program test scores, suggesting that instructors should provide remediation at the first sign of lagging performance.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in anyway or used commercially without permission from the journal.
The effects of Tulsa's CAP Head Start program on middle-school academic outcomes and progress.

PubMed

Phillips, Deborah; Gormley, William; Anderson, Sara

2016-08-01

This study presents evidence pertinent to current debates about the lasting impacts of early childhood educational interventions and, specifically, Head Start. A group of students who were first studied to examine the immediate impacts of the Tulsa, Oklahoma, Community Action Project (CAP) Head Start program were followed-up in middle school, primarily as 8th graders. Using ordinary least squares and logistic regressions with a rich set of controls and propensity score weighting models to account for differential selection into Head Start, we compared students who had attended the CAP Head Start program and enrolled in the Tulsa Public Schools (TPS) as kindergarteners with children who also attended TPS kindergarten but had attended neither CAP Head Start nor the TPS pre-K program as 4-year-olds. CAP Head Start produced significant positive effects on achievement test scores in math and on both grade retention and chronic absenteeism for middle-school students as a whole; positive effects for girls on grade retention and chronic absenteeism; for white students on math test scores; for Hispanic students on math test scores and chronic absenteeism, and for students eligible for free lunches on math test scores, grade retention, and chronic absenteeism. We conclude that the Tulsa CAP Head Start program produced significant and consequential effects into the middle school years. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
[Phonological awareness improvement in primary school students].

PubMed

Cárnio, Maria Sílvia; dos Santos, Daniele

2005-01-01

Phonological awareness in primary school students. To verify the improvement of phonological awareness in primary school students after a speech and language stimulation program. 20 students with the worst results in the first literacy exam were selected. Phonological awareness tests were analyzed at the beginning and at the end of the stimulation program. Most of the subjects demonstrated to have a notion about phonological awareness activities. Students demonstrated improvement, suggesting the effectiveness of the program.
Evaluation of a systematic career coaching program for medical students in Korea using the Career Readiness Inventory

PubMed Central

2018-01-01

Purpose The purpose of this study was to implement a systematic career coaching program for medical students and to evaluate its effectiveness. Methods First-year medical students of Konyang University College of Medicine took part in the FLEX Mentoring II: Career Coaching Program from September to December in 2016 and 2017. This program included 16 weekly sessions, comprising a total of 32 hours. The students took the Career Readiness Inventory before and after the program, as a pre- and post-test of the program. Data from 100 students were used (46 students in 2016, 54 students in 2017) for the evaluation. Results Medical students’ career readiness pre-test was rated as medium. In particular, many students were at a low level in terms of ‘support from colleagues and peers’ (53.0%), ‘career decision’ (48.0%), and ‘efforts for job preparation’ (60.0%). After 16 sessions of a systematic career coaching program, their career readiness level showed a significant increase except for ‘career decision’ (t= 4.242, P= 0.001) and ‘independence’ (t= 0.731, P= 0.466), a sub-factor of ‘career maturity.’ Conclusion The career readiness level of medical students was not sufficiently high. However, a semester of educational training in a systematic career coaching program helped the students to be better prepared for their career. In particular, the significant reduction in the ‘career decision’ variable after the program can be interpreted as indicating that the students changed their behavior to explore and approach their career more seriously and carefully, which also underscores the need for the implementation of career coaching programs in medical schools. PMID:29665629
A Computer-Assisted Instruction Unit on Diffusion and Osmosis with a Conceptual Change Design.

ERIC Educational Resources Information Center

Jensen, Murray S.; And Others

1996-01-01

Describes the development, use, and evaluation of the "Osmosis Program" as a teaching tool to elicit and challenge college students' understanding about diffusion and osmosis. Results showed students using the program performed better on a diffusion and osmosis assessment test than students not using the program. (Author/MKR)

Fifth Grade Students' Understanding of Ratio and Proportion in an Engineering Robotics Program

ERIC Educational Resources Information Center

Ortiz, Araceli Martinez

2010-01-01

The research described in this dissertation explores the impact of utilizing a LEGO-robotics integrated engineering and mathematics program to support fifth grade students' learning of ratios and proportion in an extracurricular program. The research questions guiding this research study were (1) how do students' test results compare for students…
Did an AIDS Peer Education Program Change First-Year College Students' Behaviors?

ERIC Educational Resources Information Center

Richie, Nicholas D.; Getty, Adelaide

1994-01-01

College students who did and did not attend an AIDS peer education program completed preprogram and postprogram surveys to determine their AIDS-related attitudes and behavior. Data analysis indicated students who attended the program were more likely to engage in preventive behaviors including condom use and HIV-antibody testing. (SM)
Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design.

PubMed

Case-Smith, Jane; Holland, Terri; Lane, Alison; White, Susan

2012-01-01

We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program's aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) and the Woodcock-Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH-M legibility (η² = .74), speed (η²s = .52-.65), Writing Fluency (η² = .58), and Writing Samples (η² = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency. Copyright © 2012 by the American Occupational Therapy Association, Inc.
42 CFR 136.312 - Application.

Code of Federal Regulations, 2012 CFR

2012-10-01

... school students through observations, aptitude or other testing, academic performance, performance in... financial aid and disseminating such information to Indian students, Indians, recruited under programs... employment in health care facilities, programs, or offices of health professionals, (iii) volunteer programs...
42 CFR 136.312 - Application.

Code of Federal Regulations, 2013 CFR

2013-10-01

... school students through observations, aptitude or other testing, academic performance, performance in... financial aid and disseminating such information to Indian students, Indians, recruited under programs... employment in health care facilities, programs, or offices of health professionals, (iii) volunteer programs...
42 CFR 136.312 - Application.

Code of Federal Regulations, 2014 CFR

2014-10-01

... school students through observations, aptitude or other testing, academic performance, performance in... financial aid and disseminating such information to Indian students, Indians, recruited under programs... employment in health care facilities, programs, or offices of health professionals, (iii) volunteer programs...
[Effectiveness of enneagram group counseling for self-identification and depression in nursing college students].

PubMed

Lee, Jeong Seop; Yoon, Jeong Ah; Do, Keong Jin

2013-10-01

The purpose of this study was to examine effects of enneagram group counseling program on self-identification and depression in nursing college students. Three groups, categorized by how the students solve their conflicts, were selected to identify changes from the program. A quasi-experimental study with a non-equivalent control group and pre posttest design was used. Participants were assigned to the experimental group (n=30) or control group (n=33). The experimental group participated in enneagram group counseling program for 38 hours through eight sessions covering four different topics. Collected data were analyzed using Chi-square test, Fisher's exact test, t-test, and Wilcoxon signed rank test. Total self-identity score for the experimental group was significantly higher than the control group. However, there was no significant difference between the two groups for depression scores. The Assertive and Compliant groups demonstrated significant change in self-identification while the Withdrawn groups did not reveal any change. Results indicate that the enneagram group counseling program is very effective in establishing positive self-identification for nursing college students who face developmental crisis and stressful situations. It is also expected that this program would be useful to enhance the students' confidence through a deeper understanding and acceptance of themselves.
What You Need to Know about Starting a Student Drug-Testing Program

ERIC Educational Resources Information Center

Office of National Drug Control Policy, 2004

2004-01-01

"What You Need to Know About Starting a Student Drug-Testing Program" is meant to Complement, and build on information provided in an earlier publication, "What You Need to Know about Drug Testing in Schools." This booklet assumes that you as a school, administrator, staff member, or parent involved in the decision have considered all the…
Teaching the Fluctuation Test "In Silico" by Using Mutate: A Program to Distinguish between the Adaptive and Spontaneous Mutation Hypotheses

ERIC Educational Resources Information Center

Carvajal-Rodriguez, Antonio

2012-01-01

Mutate is a program developed for teaching purposes to impart a virtual laboratory class for undergraduate students of Genetics in Biology. The program emulates the so-called fluctuation test whose aim is to distinguish between spontaneous and adaptive mutation hypotheses in bacteria. The plan is to train students in certain key multidisciplinary…
Non-traditional vs. Traditional Academic Delivery Systems: Comparing ETS Scores for Undergraduate Students in Business Programs, 1996-1999. AIR 1999 Annual Forum Paper.

ERIC Educational Resources Information Center

Jonas, Peter M.; Weimer, Don

This two-year study involving five colleges and universities compared the academic achievement, as measured by the Educational Testing Service (ETS) Major Field Achievement Test (MFAT) in Business of students in traditional undergraduate programs and those in non-traditional accelerated adult degree programs. The study also compared the subjects'…
Programs for Children with Specific Learning Disabilities. P.L. 91-230, Title VI-G Formal Final Evaluation. (Statistical Analysis of Data).

ERIC Educational Resources Information Center

Murphy, Philip J.

The paper reports the final evaluation of a program for approximately 143 learning disabled (LD) students (grades 6-to-12) from six school districts. A number of test instruments were used to evaluate student progress during the program, including the Wide Range Achievement Test (WRAT), the Durrell Analysis of Reading Difficulty, and the…
Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2010-11. SCDP Milwaukee Evaluation Report #32

ERIC Educational Resources Information Center

Jacob, Anna M.; Wolf, Patrick J.

2012-01-01

The Milwaukee Parental Choice Program (MPCP) is the nation's oldest and largest urban school choice program, offering private-school scholarships to low-income students in the city of Milwaukee since 1990. In the early years of the program, voucher schools were not required to test their students, though many of them did so using nationally normed…
Developing a Multimedia, Computer-Based Spanish Placement Test

ERIC Educational Resources Information Center

Zabaleta, Francisco

2007-01-01

Placing students of a foreign language within a basic language program constitutes an ongoing problem, particularly for large university departments when they have many incoming freshmen and transfer students. This article outlines the author's experience designing and piloting a language placement test for a university level Spanish program. The…
Development and Evaluation of a Student-Initiated Test Preparation Program for the USMLE Step 1 Examination.

PubMed

Schwartz, Lindsay F; Lineberry, Matthew; Park, Yoon Soo; Kamin, Carol S; Hyderi, Abbas A

2018-01-01

Studies have documented performance on the United States Medical Licensing Examination® (USMLE) Step 1 exam as an important factor that residency program directors consider when deciding which applicants to interview and rank. Therefore, success on this exam, though only one aspect of applicant evaluation, is important in determining future career prospects for medical students. Unfortunately, mean test scores at the University of Illinois College of Medicine at Chicago (UIC) have historically been below the national average. This retrospective and quasi-experimental mixed-methods study describes the development, evaluation, and effects of a student-initiated USMLE Step 1 preparatory program at UIC. The program provided second year students with First Aid for the USMLE Step 1 at the beginning of the academic year, as well as a six month subscription to the USMLE World question bank midyear. In addition, optional peer review sessions covering basic sciences and organ systems were taught by high-performing upperclassmen. The goals of the program were to raise mean USMLE Step 1 exam scores and increase the percentage of students passing the exam on their first time. The program premiered during the 2012-13 academic year. Data from this cohort as well as four others (N = 830; 2010-2014 examinees) were gathered. Performances between preintervention (2010-12 examinees) and postintervention (2013-14 examinees) cohorts of students were compared. Focus groups and interviews with staff and students were conducted, recorded, and analyzed to investigate the impact that the program had on student interactions and perceptions of the learning environment. There was a significant difference in exam performance pre- versus postintervention, with average USMLE Step 1 scores improving by 8.82 points following the implementation of the student-initiated program, t(5.61) = 828, p < .001. The average first-attempt pass rate also increased significantly by 8%, χ 2 (1) = 23.13, p < .001. Taking age, sex, Medical College Admission Test® scores, and undergraduate grade point average into account, students who participated in the program scored 6.57 points higher than students who did not participate in the program (R 2 = 0.3), F(5, 886) = 76.71, p < .01, and had higher odds of passing USMLE Step 1 (odds ratio = 3.08, SE = 1.07, p < .01). Students and staff commented on the sense of community and empowerment the program created as well as the unique student-driven nature of the program. This study demonstrates the efficacy of a student-initiated curriculum and provides guidance for development and implementation of examination preparatory efforts at other institutions.
Analysis of medical students' needs for development of a career guidance program.

PubMed

An, Hyejin; Kim, Eunjeong; Hwang, Jinyoung; Lee, Seunghee

2014-09-01

The purpose of this study is to provide basic data for the development of a career guidance program through a demand survey. For this purpose, three study topics were examined: Is there a difference between the satisfaction and importance of a career program? Is there a difference between the satisfaction and importance of a career program by gender, grade level? and What type of mentor and the mentoring way of medical students demanded? The subjects were 380 students at Seoul National University College of Medicine. The data were analyzed by frequency analysis, paired t-test, and Borich's formula. By t-test with matched samples for satisfaction-importance, We noted statistically significant differences in all domains. In particular, the difference was greater in the second year. According to the needs analysis, the most urgent program is meeting with seniors in various career areas. Also, medical students hope for mentor from clinical professors of the university and successful medical practitioners, and personal counseling. These results show that medical students need a career guidance program. The findings of the study can be used to guide the development of career education programs and curriculum for medicine students.
Drug Testing and Searches in Public Schools: A Legal Analysis.

ERIC Educational Resources Information Center

Minnesota House of Representatives, St. Paul. Research Dept.

This document examines the Fourth Amendment as the source of search and seizure law; drug testing of school employees; and drug testing searches of students. The United States Supreme Court case that established the two-part test to determine the legality of a student search is discussed, three separate student drug testing programs that have been…
Easing student transition to graduate nurse: a SIMulated Professional Learning Environment (SIMPLE) for final year student nurses.

PubMed

Liaw, Sok Ying; Koh, Yiwen; Dawood, Rabiah; Kowitlawakul, Yanika; Zhou, Wentao; Lau, Siew Tiang

2014-03-01

Preparing nursing students for making the transition to graduate nurse is crucial for entry into practice. Final year student nurses at the National University of Singapore (NUS) are required to undergo a consolidated clinical practice to prepare them for their transition to graduate nurse. To describe the development, implementation and evaluation of a simulation program known as SIMulated Professional Learning Environment (SIMPLE) in preparing the final year student nurses for their clinical practicum in transition to graduate nurse practice. A set of simulation features and best practices were used as conceptual framework to develop and implement the simulation program. 94 final year student nurses participated in the 15-hour SIMPLE program that incorporated multiple simulation scenarios based on actual ward clinical practices. Pre and post-tests were conducted to assess the students' preparedness for their clinical practice in transition to graduate nurse practice. The students also completed a satisfaction questionnaire and open questions to evaluate their simulation experiences. The student nurses demonstrated a significant improvement (t=12.06, p<0.01) on post-test score (mean=117.21, SD=15.17) from pre-test score (mean=97.86, SD=15.08) for their perceived preparedness towards their clinical practicum in transition to graduate nurse practice. They were highly satisfied with their simulation learning. Themes emerged from the comments on the most valuable aspects of the SIMPLE program and ways to improve the program. The study provided evidences on the effectiveness of the SIMPLE program in enhancing the students' preparedness for their transition to graduate nurse practice. A key success of the SIMPLE program was the used of simulation strategy and the involvement of practicing nurses that closely linked the students with the realities of current nursing practice to prepare them for the role of staff nurses. Copyright © 2013 Elsevier Ltd. All rights reserved.
The Appropriateness of the Concept Mastery Test for Graduate Students.

ERIC Educational Resources Information Center

Goolsby, Thomas M., Jr.

A study was conducted to determine the appropriateness of the Concept Mastery Test for graduate students enrolled in an introductory research methodology course. Ss represented a cross-section of students entering a master's program at a large southeastern university. The Concept Mastery Test (CMT), the Nelson-Denny Reading Test (ND), and the…
The Feasibility of an Online Health Program for Community College Students

ERIC Educational Resources Information Center

Donovan, Elizabeth; Chiauzzi, Emil; Floyd, Deborah L.; Bond, Kathleen; Wood, Mollie

2012-01-01

A comprehensive, four-phase approach was used to test the feasibility of an online, tailored health program for community college students. The prototype was perceived by students as relevant and useful; practitioners were favorable toward offering the program as part of orientation and in a credit-course format. (Contains 4 tables and 2 figures.)
Incorporating a Healthy Reimbursable Snack in an Afterschool Homework Program for Middle School Students: A Case Study

ERIC Educational Resources Information Center

Nanney, Marilyn S.; Olaleye, Temitope M.; Wang, Qi

2012-01-01

Background: This study tested the feasibility and acceptability of adding a reimbursable snack that meets the Institute of Medicine nutrition recommendations to an afterschool homework program for middle school students. Methods: Snack menu was developed and administered to students attending an afterschool homework program over 12 weeks. In…

If You Feed Them, Will They Come? The Use of Social Marketing to Increase Interest in Attending a College Alcohol Program

ERIC Educational Resources Information Center

Palmer, Rebekka S.; Kilmer, Jason R.; Larimer, Mary E.

2006-01-01

The authors used social marketing to design and test advertisement components aimed at increasing students' interest in attending an alcohol program focused on reaching students who drink heavily, although the authors offered no such program. Participants were undergraduate students in introductory psychology courses (N = 551). Questionnaires…
The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance

ERIC Educational Resources Information Center

Davenport, Kevin O.

2010-01-01

This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…
The Student Counseling Program: Criticism and Analysis.

ERIC Educational Resources Information Center

Dyste, Ron

In the spring of 1968, Los Angeles City College inaugurated a program designed to test the efficacy of peer counseling for students from low income families of minority ethnic background. The first 11 months of the program's operation are reviewed in this paper which is written by one of the original 29 students hired as counseling assistants.…
Addressing astronomy misconceptions and achieving national science standards utilizing aspects of multiple intelligences theory in the classroom and the planetarium

NASA Astrophysics Data System (ADS)

Sarrazine, Angela Renee

The purpose of this study was to incorporate multiple intelligences techniques in both a classroom and planetarium setting to create a significant increase in student learning about the moon and lunar phases. Utilizing a free-response questionnaire and a 25 item multiple choice pre-test/post-test design, this study identified middle school students' misconceptions and measured increases in student learning about the moon and lunar phases. The study spanned two semesters and contained six treatment groups which consisted of both single and multiple interventions. One group only attended the planetarium program. Two groups attended one of two classes a week prior to the planetarium program, and two groups attended one of two classes a week after the planetarium program. The most rigorous treatment group attended a class both a week before and after the planetarium program. Utilizing Rasch analysis techniques and parametric statistical tests, all six groups exhibited statistically significant gains in knowledge at the 0.05 level. There were no significant differences between students who attended only a planetarium program versus a single classroom program. Also, subjects who attended either a pre-planetarium class or a post- planetarium class did not show a statistically significant gain over the planetarium only situation. Equivalent effects on student learning were exhibited by the pre-planetarium class groups and post-planetarium class groups. Therefore, it was determined that the placement of the second intervention does not have a significant impact on student learning. However, a decrease in learning was observed with the addition of a third intervention. Further instruction and testing appeared to hinder student learning. This is perhaps an effect of subject fatigue.
Teachers' Use of Test-Item Banks for Student Assessment in North Carolina Secondary Agricultural Education Programs

ERIC Educational Resources Information Center

Marshall, Joy Morgan

2014-01-01

Higher expectations are on all parties to ensure students successfully perform on standardized tests. Specifically in North Carolina agriculture classes, students are given a CTE Post Assessment to measure knowledge gained and proficiency. Prior to students taking the CTE Post Assessment, teachers have access to a test item bank system that…
Testing the Engagement Theory of Program Quality in CACREP-Accredited Counselor Education Programs

ERIC Educational Resources Information Center

Warden, Shannon P.; Benshoff, James M.

2012-01-01

This study examined the engagement theory of program quality (Haworth & Conrad, 1997), which highlights positive student learning outcomes that result from stakeholder involvement in program evaluation within master's-level graduate programs. A total of 481 master's-level counseling students and 63 faculty members, representing 68 Council for…
A Prospective Policy Evaluation of the Michigan Merit Award Program.

ERIC Educational Resources Information Center

Bishop, John H.

In 1999 Michigan implemented the Michigan Merit Award program, a program to motivate high school students to take their studies more seriously. The program offers 1-year college scholarships to students who meet or exceed state standards on Michigan Educational Assessment Program (MEAP) tests in reading, mathematics, science, and writing. This…
Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests.

PubMed

Schwartz, Sarah M; Evans, Cathy; Agur, Anne M R

2015-01-01

Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating students using untimed examinations. There is currently no consensus in the literature regarding whether untimed examinations provide a benefit to test performance in clinical anatomy. This study aimed to determine the impact of timed versus untimed practical tests on Master of Physical Therapy student anatomy performance and test anxiety. Test anxiety was measured using the State-Trait Anxiety Inventory (STAI). Differences in performance, anxiety scores, and time taken were compared using paired sample Student's t-tests. Eighty-one of the 84 students completed the study and provided feedback. Students performed significantly higher on the untimed test (P = 0.005), with a significant reduction in test anxiety (P < 0.001). Students who were unsuccessful on the timed test showed the greatest improvement on the untimed test ( x¯ = 20.4 ±10%). Eighty-three percent (n = 69) of students preferred the untimed test, 8.4% (n = 7) the timed test, and 8.4% (n = 7) had no preference. Students took on average eight minutes longer on the untimed test. This study found that physical therapy students perform better on untimed tests, which may be related to a reduction in test anxiety. If the intended goal of evaluating health care professional students is to determine fundamental competencies, these factors should be considered when designing future curricula. © 2014 American Association of Anatomists.
A Study To Determine the Effects of School Athletic Programs on the CTBS Test Percentiles of Students.

ERIC Educational Resources Information Center

Fleenor, Paula

This study was conducted to determine the positive or negative relationship between school athletic program participation and the academic achievement of students in the 4th through 11th grades as measured by the California Tests of Basic Skills (CTBS). CTBS tests are taken in grades 4 and 11 and their scores are compared to scores from students…
The Regents Competency Testing Program. Setting Standards in the Basic Skills as a Requirement for High School Graduation. Information Brochure.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The New York State Regents Competency Testing Program is described. Competency tests have been developed in the basic skills of reading, writing, and mathematics, for two purposes: (1) to identify those students who need remedial help; and (2) to assure that students receiving high school diplomas have acquired adequate competence in these areas.…
Student Deep Learning in Bachelor English Programs within Pakistani Universities

ERIC Educational Resources Information Center

Tahir, Khazima

2015-01-01

The purpose of this study was to contrast undergraduate students' descriptions about transformational teaching practices, and student deep learning in bachelor English programs in selected universities within Pakistan. This study utilized a survey to gather responses from five hundred and twenty three students. A paired sample t test was utilized…
An Exploratory Study of a Gender Equity Program for Secondary School Students.

ERIC Educational Resources Information Center

Freeman, John G.

1996-01-01

The effectiveness of a program designed to make secondary school students in Canada more aware of barriers to women in the workplace was studied in a preliminary development phase and a pilot test with 13 students and 23 comparisons. Results indicate that the instruction is effective in increasing student knowledge. (SLD)
Collaborative Educational Experiences through Higher Education-Industry Partnerships

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Hall, Cathy W.

2012-01-01

This paper examines the perceptions of mentors and student interns from NASA's Langley Aerospace Research Summer Scholars (LARSS) program in Hampton, Virginia. Data for the current study are from student interns and mentors participating in the 2010, 10-week summer internship. Students are chosen from around the country based upon their applications and mentoring opportunities to participate in a summer program focusing on a range of specialty areas including: aeronautics; earth science research; exploration and flight; systems and concepts; systems engineering; subsonic/transonic testing; supersonic/hypersonic testing; and structures testing. This study presents information on mentors perceptions of academic preparedness brought to the workplace by student interns; student interns perceptions of how the internship helped develop key skill areas; and self-reports from student interns and their mentors about their internship experience.
School Hearing Test Program.

ERIC Educational Resources Information Center

Environmental Protection Agency, Washington, DC. Office of Noise Abatement and Control.

The document offers guidelines for administration of the Hearing Test Noise Education Program, a program to teach students the harmful effects of excessive moise on their hearing and learning ability. Section 1 outlines the program strategy in terms of program initiation, suggested program coordination, suggested coordinator's responsibilities,…
A Student Data Base: An Aid to Student Selection, Program Evaluation, and Management Decision Making

ERIC Educational Resources Information Center

And Others; Maynard, Diane

1974-01-01

The authors outline a proposed student information system incorporating a cross-section of student characteristics to provide a basis for longitudinal analysis and an examination of changes in students. (Data might include standard biographical information, achievement test scores, and information obtained from a required test battery in…
A Model Program for the Retention of High-Risk, Postsecondary Vocational Students. Final Report.

ERIC Educational Resources Information Center

Cossatot Vocational Technical School, DeQueen, AR.

An orientation, testing, and counseling program to improve the dropout rate of at-risk postsecondary vocational students in Arkansas was developed and field tested at Cossatot Vocational Technical School, DeQueen, Arkansas. Project activities included: (1) improving prevocational exploration and assessment through the development of a…
Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program

ERIC Educational Resources Information Center

Hill, Heather C.; Corey, Douglas Lyman; Jacob, Robin T.

2018-01-01

Background/Context: Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, recent reviews suggest that a large fraction of the programs developed and rigorously tested in the past decade have shown null results on student outcomes…
Calculus ABCs: A Gateway for Freshman Calculus

ERIC Educational Resources Information Center

Fulton, Scott R.

2003-01-01

This paper describes a gateway testing program designed to ensure that students acquire basic skills in freshman calculus. Students must demonstrate they have mastered standards for "Absolutely Basic Competency"--the Calculus ABCs--in order to pass the course with a grade of C or better. We describe the background, standards, and testing program.…
Fourteen Years of Assessment: Regents' Testing Program.

ERIC Educational Resources Information Center

Bridges, Jean Bolen

In 1972, the Board of Regents of the University System of Georgia instituted the Regents' Testing Program (RTP) to provide systemwide information on the status of student competence in reading and writing and to provide a uniform means of identifying those students who fail to attain minimum levels of competence in these areas. Since 1972, some…
WWC Quick Review of the Report "The Effect of Performance-Pay in Little Rock, Arkansas on Student Achievement"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

This review examined a study designed to evaluate whether the Achievement Challenge Pilot Project, a performance-pay program for teachers, improved the academic achievement of elementary school students. Study authors reported higher student test score gains for students in schools that implemented the performance- pay program than for students in…

Some Measurement and Instruction Related Considerations Regarding Computer Assisted Testing.

ERIC Educational Resources Information Center

Oosterhof, Albert C.; Salisbury, David F.

The Assessment Resource Center (ARC) at Florida State University provides computer assisted testing (CAT) for approximately 4,000 students each term. Computer capabilities permit a small proctoring staff to administer tests simultaneously to large numbers of students. Programs provide immediate feedback for students and generate a variety of…
Assessment of the trauma evaluation and management (TEAM) module in Australia.

PubMed

Ali, Jameel; Danne, Peter; McColl, Geoff

2004-08-01

To assess the immediate effect on trauma-related knowledge of the trauma evaluation and management (TEAM) program applied to medical students in Australia. 73 final year medical students from Melbourne were randomly assigned to two experimental groups (E1 and E2 who completed the TEAM program after a 20 item MCQ pre-test on trauma resuscitation and a second MCQ exam after the TEAM program) and two control groups (C1 and C2 who completed the pre- and post-MCQ exams before completing the TEAM module). All 73 students completed an evaluation questionnaire. Paired and unpaired t-tests were used for within and between groups comparisons. Groups C1 and C2 had similar mean scores in pre- and post-tests ranging from 57.2 to 60.5%. Groups E1 and E2 had similar pre-test scores but increased their post-test scores (pre-test range 53.8-57.1% and post-test 68.8-77.4%, P < 0.05). On a scale of 1-5 with five being the highest, a score of four or greater was assigned by over 74% of the students that the objectives were met, over 80% that trauma knowledge was improved, 25-40% that clinical skills were improved with over 74% overall satisfaction. Over 75% assigned a score of four or greater suggesting the module be mandatory. After the TEAM program there was significant improvement in cognitive skills. The students strongly supported its introduction in the undergraduate curriculum.
Student achievement and attitudes in astronomy: An experimental comparison of two planetarium programs

NASA Astrophysics Data System (ADS)

Mallon, Gerald L.; Bruce, Matthew H.

Of the 1100 planetariums in the U.S., approximately 96% are smaller facilities. The majority of these use a program type called the Star Show, whereas some have advocated a different type called the Participatory Oriented Planetarium. The purpose of this study was to investigate the following question: In a smaller educational planetarium, with a capacity of between 15-75 people, is a traditional Star Show planetarium program, or a Participatory Oriented Planetarium program the most effective method of instruction and attitude change? A large scale investigation was conducted in Pennsylvania, with four smaller replications in Texas, Minnesota, California, and Nevada. In each planetarium, a group of 8-10 year old students were identified and randomly assigned to groups. 556 students were tested. The testing instruments included a paper-and-pencil content test and a Likert-style science opinionnaire. The instructional programs were chosen from existing scripts to avoid bias in their construction. Both programs dealt with constellation study. Correlated t tests were used to compare pretest to posttest scores and two-way factorial analyses of variance were used to compare the groups' posttest scores. It was concluded that, The Participatory Oriented Planetarium program, utilizing an activity-based format and extensive verbal interaction, is clearly the more effective utilization of a small planetarium facility for teaching constellation study and possibly for improving students' attitudes towards astronomy and the planetarium.
MENO-II: An AI-Based Programming Tutor.

DTIC Science & Technology

1983-08-01

TUTORing component then attempts to infer the misconception that might underlie the bug and present the student with remedial instruction. We tested the BUG...of the student’s program. The TUTORing component then attempts to inter the misconception that might underlie the bug and present the student with... student errors, MENO-11 can cope with 18 different types of program bugs. These bugs are tied explicitly to a knowledge base of potential misconceptions
Aligning the NWEA RIT Scale with the Nevada Criterion Referenced Assessment and the Iowa Test of Basic Skills

ERIC Educational Resources Information Center

Cronin, John; Bowe, Branin

2004-01-01

Each year, Nevada students in grades 3, 4, 5, and 7 participate in testing as part of the Nevada assessment program. Students in grades 3 and 5 take the Nevada Criterion Referenced Assessment (Nevada CRT) while students in grades 4 and 7 take the Iowa Test of Basic Skills (ITBS). These tests serve as an important measure of student achievement for…
Fitness Testing: How Do Students Make Sense of the Gender Disparities?

ERIC Educational Resources Information Center

Domangue, Elizabeth A.; Solmon, Melinda A.

2012-01-01

The ways in which students make sense of the gendered fitness expectations found in a norm-referenced fitness testing program (i.e. President's challenge physical fitness test) were the focus of this study. Participants were 18 fifth grade students who completed fitness tests in their physical education classes. They were interviewed using a…
WWC Quick Review of the Article "Outcomes of a Prospective Trial of Student-Athlete Drug Testing: The Student Athlete Testing Using Random Notification ('SATURN') Study"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

This study examines whether the Student Athlete Testing Using Random Notification ("SATURN") program affects illicit drug and alcohol use among student athletes. The study experienced high rates of sample attrition. Seven of the 18 study schools (39%) left the study and were not included in the analysis. Some students at the remaining…
Constructing an Online MCAT Preparation Program as an Alternative to On-Site Preparation for Medical School

ERIC Educational Resources Information Center

Navarre, Berengaria; Perez, Norma A.; Smith, Sarah Toombs

2017-01-01

Based on a successful five-week summer program, we constructed an online alternative to prepare Hispanic students to take the Medical College Admission Test (MCAT). We used input from student premed advisors, students, a faculty mentor, a Verbal Reasoning coach, and the program administrator. Online activities were provided to support the student…
North Carolina's Summer School Program for High-Risk Students: A Two-Year Follow-Up of Student Achievement.

ERIC Educational Resources Information Center

Ward, Martha Szegda

The long-term effectiveness of the North Carolina Basic Education Summer School Program (BEP) was examined. North Carolina has instituted a testing and summer remediation program for academically at-risk students at grades 3, 6, and 8. The BEP sample was obtained by a stratified random sampling of schools in North Carolina. Results were…
Test Scores Soar: A Comparision Study of 7th Grade Students with Disabilities Math Achievement in Full Inclusion and Self-Contained Special Education Programs

ERIC Educational Resources Information Center

Floyd, Donise

2014-01-01

Educational institutions are placing students with disabilities in inclusive programming to meet legislative requirements. School districts have been mandated to develop rigorous programs that can increase the academic achievement of students with disabilities, as well as their participation in general education classrooms. Many school districts,…
Acceleration and Enrichment in the Junior High School; A Follow-up Study.

ERIC Educational Resources Information Center

Arends, Richard; Ford, Paul M.

To test the effectiveness of a program of acceleration and enrichment, five ninth grade classes of students (25 in each class, IQ's 120 or above) who had been in this program for 2 years were compared to two control (C) classes of academically talented students who had not had the program. All students were given a series of standardized…
Effectiveness of one-time psychoeducational programming for students with high levels of eating concerns.

PubMed

Tillman, Kathleen S; Sell, Darcie M; Yates, Lindsay A; Mueller, Nichole

2015-12-01

This study investigated the effectiveness of on-campus programming for National Eating Disorder Awareness Week at increasing knowledge of available treatment options and help-seeking intentions for participants with low and high levels of eating concerns. Program attendees were approached as they entered the space reserved for programming and were asked to participate in the study. One hundred thirty-six college students completed the study questionnaire both immediately before attending programming (pre-test) and immediately after attending programming (post-test). Results indicate that after programming both populations reported significantly greater knowledge of on-campus resources and help-seeking intentions for themselves. Only low eating concern participants reported significantly increased help-seeking intentions for a friend. Psychoeducational programming for eating disorders can be effective at increasing access to treatment and encouraging help seeking behaviors for students. Copyright © 2015 Elsevier Ltd. All rights reserved.
Achievement Testing of Disadvantaged and Minority Students for Educational Program Evaluation.

ERIC Educational Resources Information Center

Wargo, Michael J., Ed.; Green, Donald Ross, Ed.

The following papers were delivered: Introductory Remarks, John W. Evans; An Evaluator's Perspective, Michael J. Wargo; Problems of Achievement Tests in Program Evaluation, Donald Ross Green; Diverse Human Populations and Problems in Educational Program Evaluation via Achievement Testing, Edmund W. Gordon; Critical Issues in Achievement Testing of…
Advancing Pharmacogenomics Education in the Core PharmD Curriculum through Student Personal Genomic Testing

PubMed Central

Adams, Solomon M.; Anderson, Kacey B.; Coons, James C.; Smith, Randall B.; Meyer, Susan M.; Parker, Lisa S.

2016-01-01

Objective. To develop, implement, and evaluate “Test2Learn” a program to enhance pharmacogenomics education through the use of personal genomic testing (PGT) and real genetic data. Design. One hundred twenty-two second-year doctor of pharmacy (PharmD) students in a required course were offered PGT as part of a larger program approach to teach pharmacogenomics within a robust ethical framework. The program added novel learning objectives, lecture materials, analysis tools, and exercises using individual-level and population-level genetic data. Outcomes were assessed with objective measures and pre/post survey instruments. Assessment. One hundred students (82%) underwent PGT. Knowledge significantly improved on multiple assessments. Genotyped students reported a greater increase in confidence in understanding test results by the end of the course. Similarly, undergoing PGT improved student’s self-perceived ability to empathize with patients compared to those not genotyped. Most students (71%) reported feeling PGT was an important part of the course, and 60% reported they had a better understanding of pharmacogenomics specifically because of the opportunity. Conclusion. Implementation of PGT in the core pharmacy curriculum was feasible, well-received, and enhanced student learning of pharmacogenomics. PMID:26941429
Implementing secure laptop-based testing in an undergraduate nursing program: a case study.

PubMed

Tao, Jinyuan; Lorentz, B Chris; Hawes, Stacey; Rugless, Fely; Preston, Janice

2012-07-01

This article presents the implementation of secure laptop-based testing in an undergraduate nursing program. Details on how to design, develop, implement, and secure tests are discussed. Laptop-based testing mode is also compared with the computer-laboratory-based testing model. Five elements of the laptop-based testing model are illustrated: (1) it simulates the national board examination, (2) security is achievable, (3) it is convenient for both instructors and students, (4) it provides students hands-on practice, (5) continuous technical support is the key.
Using Accelerated Reader with ESL Students.

ERIC Educational Resources Information Center

Hamilton, Betty

1997-01-01

Describes the use of Accelerated Reader, a computer program that instantly provides scored tests on a variety of books read by high school ESL (English as a Second Language) students as free voluntary reading. Topics include reading improvement programs, including writing assignments; and changes in students' reading habits. (LRW)
[Are medical students being properly cared for? A question for the current student advisory program].

PubMed

Hur, Yera; Lee, Keumho

2013-09-01

Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor. We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed. A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.
Pathways to Improve Student Pharmacists’ Experience in Research

PubMed Central

McClendon, Katie S.; Bell, Allison M.; Ellis, Ashley; Adcock, Kim G.; Hogan, Shirley; Ross, Leigh Ann

2015-01-01

Objective. To describe the implementation of a student research program and to provide outcomes from the initial 4 years’ experience. Design. Students conducted individual research projects in a 4-year longitudinal program (known as Pathway), with faculty member advising and peer mentoring. A prospective assessment compared perceptions of those who completed the Pathway program with those of students who did not. Descriptive statistics, t tests, and analysis of variance (ANOVA) were used. Assessment. The class of 2013 was the first to complete the Pathway program. In the Pathway assessment project, 59% (n=47) of students who responded reached self-set goals. Pathway students agreed that this research experience improved their ability to work/think independently, evaluate literature, and distinguish themselves from other students. Conclusion. The Pathway program helped students understand the research process and reach other self-set goals. PMID:26089567
Design and evaluation of interprofessional cross-cultural communication sessions.

PubMed

Liu, Min; Poirier, Therese; Butler, Lakesha; Comrie, Rhonda; Pailden, Junvie

2015-01-01

The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.
A Suggested Automated Branch Program for Foreign Languages.

ERIC Educational Resources Information Center

Barrutia, Richard

1964-01-01

Completely automated and operated by student feedback, this program teaches and tests foreign language recognition and retention, gives repeated audiolingual practice on model structures, and allows the student to tailor the program to his individual needs. The program is recorded on four tape tracks (track 1 for the most correct answer, etc.).…

Developmental Kindergarten Program Evaluation Report.

ERIC Educational Resources Information Center

Blois, George T.; Cushing, Katherine S.

The evaluation of the Developmental Kindergarten (DK) Program at the Harrison School District #2, Colorado Springs, Colorado, involved pre- and post-testing of student academic gains and interviewing of principals and teachers. The program aimed to provide developmentally appropriate activities for students believed to be "at risk" of…
School-based prevention program associated with increased short- and long-term retention of safety knowledge.

PubMed

Klas, Karla S; Vlahos, Peter G; McCully, Michael J; Piche, David R; Wang, Stewart C

2015-01-01

Validation of program effectiveness is essential in justifying school-based injury prevention education. Although Risk Watch (RW) targets burn, fire, and life safety, its effectiveness has not been previously evaluated in the medical literature. Between 2007 and 2012, a trained fire service public educator (FSPE) taught RW to all second grade students in one public school district. The curriculum was delivered in 30-minute segments for 9 consecutive weeks via presentations, a safety smoke house trailer, a model-sized hazard house, a student workbook, and parent letters. A written pre-test (PT) was given before RW started, a post-test (PT#1) was given immediately after RW, and a second post-test (PT#2) was administered to the same students the following school year (ranging from 12 to 13 months after PT). Students who did not complete the PT or at least one post-test were excluded. Comparisons were made by paired t-test, analysis of variance, and regression analysis. After 183 (8.7%) were excluded for missing tests, 1,926 remaining students scored significantly higher (P = .0001) on PT#1 (mean 14.8) and PT#2 (mean 14.7) than the PT (mean 12.1). There was 1 FSPE and 36 school teachers with class size ranging from 10 to 27 (mean 21.4). Class size was not predictive of test score improvement (R = 0%), while analysis of variance showed that individual teachers trended toward some influence. This 6-year prospective study demonstrated that the RW program delivered by an FSPE effectively increased short-term knowledge and long-term retention of fire/life safety in early elementary students. Collaborative partnerships are critical to preserving community injury prevention education programs.
Effects of Programmed Learning Sequences on the Mathematics Test Scores of Bermudian Middle School Students

ERIC Educational Resources Information Center

Tully, Derek; Dunn, Rita; Hlawaty, Heide

2006-01-01

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

ERIC Educational Resources Information Center

Chen, Li

2009-01-01

Scholastic Aptitude Test, called SAT, has an immense influence in Chinese education. Most Chinese students choose to attend tutoring programs outside of the school curriculum to help them prepare. This study explores the tutoring programs both in China and the United States to assess variables that affect the quality of their preparation.…
Impact of Environment-Based Teaching on Student Achievement: A Study of Washington State Middle Schools

ERIC Educational Resources Information Center

Bartosh, Oksana; Tudor, Margaret; Ferguson, Lynne; Taylor, Catherine

2009-01-01

This paper reports on a project which investigates the impact of systemic environmental education (EE) programs on student achievement on EE-based integrated tests and standardized tests in math, language arts, and listening. Systemic environmental education programs are defined by curriculum designed to align and integrate subjects around real…
Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools

ERIC Educational Resources Information Center

McEnroe, James D.

2010-01-01

The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…
Comparing the Impacts of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions, and Attitudes towards Biology

ERIC Educational Resources Information Center

Kara, Yilmaz; Yesilyurt, Selami

2008-01-01

The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the "cell division" topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and…
Assessing the Effects of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions and Attitudes towards Biology

ERIC Educational Resources Information Center

Kara, Yilmaz; Yesilyurt, Selami

2007-01-01

The purpose of this study was to investigate the effects of tutorial and edutainment software programs related to "genetic concepts" topic on student achievements, misconceptions and attitudes. An experimental research design including the genetic concepts achievement test (GAT), the genetic concept test (GCT) and biology attitude scale…
Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

ERIC Educational Resources Information Center

Mitchell, Alison; Baron, Lauren; Macaruso, Paul

2018-01-01

Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a…
Pilot Testing for Feasibility in a Study of Student Retention and Attrition in Online Undergraduate Programs

ERIC Educational Resources Information Center

Fraser, Joy; Fahlman, Dorothy; Arscott, Jane; Guillot, Isabelle

2018-01-01

Prior to undertaking a descriptive study on attrition and retention of students in two online undergraduate health administration and human service programs, a pilot test was conducted to assess the procedures for participant recruitment, usability of the survey questionnaire, and data collection processes. A retention model provided the…
The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri vocational school students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-05-01

This study aims to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students' mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.
The preparedness level of final year medical students for an adequate medical approach to emergency cases: computer-based medical education in emergency medicine

PubMed Central

2014-01-01

Background We aimed to observe the preparedness level of final year medical students in approaching emergencies by computer-based simulation training and evaluate the efficacy of the program. Methods A computer-based prototype simulation program (Lsim), designed by researchers from the medical education and computer science departments, was used to present virtual cases for medical learning. Fifty-four final year medical students from Ondokuz Mayis University School of Medicine attended an education program on June 20, 2012 and were trained with Lsim. Volunteer attendants completed a pre-test and post-test exam at the beginning and end of the course, respectively, on the same day. Results Twenty-nine of the 54 students who attended the course accepted to take the pre-test and post-test exams; 58.6% (n = 17) were female. In 10 emergency medical cases, an average of 3.9 correct medical approaches were performed in the pre-test and an average of 9.6 correct medical approaches were performed in the post-test (t = 17.18, P = 0.006). Conclusions This study’s results showed that the readiness level of students for an adequate medical approach to emergency cases was very low. Computer-based training could help in the adequate approach of students to various emergency cases. PMID:24386919
New Mexico Articulated Assessment System. Student Achievement Profile: 1988-1989.

ERIC Educational Resources Information Center

New Mexico State Dept. of Education, Santa Fe.

New Mexico has established a system of student achievement assessment that consists of four coordinated testing programs. District and state results are given for these assessments. The Reading Assessment, consisting of a norm-referenced test and a criterion-referenced test, is used in grades 1 and 2 to assess student mastery of essential…
CAN WE COMPETE?--The Implications of the Proposed Revised New Jersey Statewide Testing Program for Vocational Students.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia

The State of New Jersey has proposed moving its competency test of basic skills from the 9th to the 11th grade, in order to allow for more content learning, more maturity, and more test-taking skills on the part of students. Since vocational students are more likely than other students to score low on the basic skills competency test, having the…
The Role of Students' Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

ERIC Educational Resources Information Center

Zilberberg, Anna; Finney, Sara J.; Marsh, Kimberly R.; Anderson, Robin D.

2014-01-01

Given worldwide prevalence of low-stakes testing for monitoring educational quality and students' progress through school (e.g., Trends in International Mathematics and Science Study, Program for International Student Assessment), interpretability of resulting test scores is of global concern. The nonconsequential nature of low-stakes tests…
Short-term outcomes of a program developed to inculcate research essentials in undergraduate medical students.

PubMed

Devi, V; Ramnarayan, K; Abraham, R R; Pallath, V; Kamath, A; Kodidela, S

2015-01-01

Participation in research during undergraduate studies may increase students' interest in research and inculcate research essentials in them. The purpose of this study was to evaluate the effectiveness of the mentored student project (MSP) program. In the MSP program, students in groups (n = 3 to 5) undertook a research project, wrote a scholarly report, and presented the work as a poster presentation with the help of a faculty mentor. To begin with, the logic model of the program was developed to identify short-term outcomes of the program on students, mentors, and the institution. A quasi-experimental design was used to measure the outcomes. A mixed method evaluation was done using a newly-developed questionnaire to assess the impact of the MSP on students' attitude, a multiple-choice question (MCQs) test to find out the impact on students' knowledge and grading of students' project reports and posters along with a survey to check the impact on skills. Students' satisfaction regarding the program and mentors' perceptions were collected using questionnaires. Evidence for validity was collected for all the instruments used for the evaluation. Non-parametric tests were used to analyze data. Based on the scores, project reports and posters were graded into A (>70% marks), B (60-69% marks), and C (<59% marks) categories. The number of MSPs that resulted in publications, conference presentation and departmental collaborations were taken as impact on the institution. Students' response rate was 91.5%. The students' attitudes regarding research changed positively (P = 0.036) and score in the MCQ test improved (P < 0.001) after undertaking MSP. Majority of project reports and posters were of grade A category. The majority of the items related to skills gained and satisfaction had a median score of 4. The MSPs resulted in inter-departmental and inter-institutional collaborations, 14 publications and 15 conference presentations. An area for improvement noted was to have the MSP implemented in the curriculum without increasing students' overall workload and stress. The study identified strengths and weaknesses of the MSP program. Our model of undergraduate research project may be incorporated in undergraduate medical programs to foster positive attitude and knowledge base about scientific research and to instil research skills among students.
College Bound Seniors, 1974-75.

ERIC Educational Resources Information Center

College Entrance Examination Board, New York, NY.

Some one million college bound students, who were high school seniors during 1974-75 previously participated in the College Board's Admissions Testing Program (ATP), which included the Scholarship Aptitude Test (SAT), the Test of Standard Written English, the Student Descriptive Questionnaire, and the ATP Achievement Tests. These tests created a…
Reading Recovery versus Informal Reading Instruction on the Reading Achievement of Preschoolers at the End of First Grade.

ERIC Educational Resources Information Center

Jelks-Emmanuel, Merry

A study examined the effectiveness of a Reading Recovery program. Subjects, 14 first-grade students who received the Reading Recovery program and 20 first-grade students who did not receive the program, were administered the Iowa Tests of Basic Skills in the spring of 1994. The subject population was comprised of 100% minority students attending…
Increasing the College Preparedness of At-Risk Students

ERIC Educational Resources Information Center

Cabrera, Alberto F.; Deil-Amen, Regina; Prabhu, Radhika; Terenzini, Patrick T.; Lee, Chul; Franklin, Robert E., Jr.

2006-01-01

GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) emerged in the late 1990s as a comprehensive outreach program seeking to enhance awareness of and readiness for college among low-income middle school students. After controlling for students' preprogram test scores and school characteristics, findings indicate that…
The Use of Cloze Procedure in Adult Literacy Programs.

ERIC Educational Resources Information Center

Rosenkranz, Catherine

The study was designed to determine whether cloze procedure could be used in adult literacy programs for students reading at or above the fourth grade level by investigating the procedure's: acceptability for the students, utility in matching students to reading material, and substitutability for standardized tests. Eighty-five Rhode Island…

Facts at a Glance... Student Achievement and the School Library Media Program.

ERIC Educational Resources Information Center

Dzikowski, Judith, Comp.

This report summarizes the research studies, literature reviews and related documents on the relationship between public school students' achievement and the library media program. Research indicates students in schools with well-equipped library media centers and professional library media specialists perform better on achievement tests for…
[Effect of school-based peer leader centered smoking prevention program].

PubMed

Shin, Sung Rae; Oh, Pok Ja; Youn, Hye Kyung; Shin, Sun Hwa

2014-12-01

The purpose of this study was to develop and evaluate a school-based peer leader centered smoking prevention program. Non-equivalent control group with a pre/post-test design was used. Students (n=174) in two boys' junior high schools located in D city, Korea participated with 85 being selected for the experimental group and 89 for the control group. Five sessions were given to the experimental group and a 50 minute lecture to the control group. Knowledge, attitude, non-smoking intention, and non-smoking efficacy were measured for the both experimental and control group at two weeks before the program and one month after the program was completed. Data were analyzed using χ²-test, Fisher's exact test, independent t-test and paired t-test with the SPSS 21.0 program. The experimental group showed higher overall knowledge, negative attitude toward smoking, and higher non-smoking intention and efficacy. After receiving the school based peer leader centered smoking prevention program scores for attitude toward smoking and non-smoking efficacy increased in the experimental group were higher than in the control group. The school-based peer leader centered smoking prevention program needs longitudinal evaluation, but from this study, there is an indication that this program can be used with junior high school students and effectively change students' attitude toward smoking and promote non-smoking efficacy.
Prevention, Not Punishment.

ERIC Educational Resources Information Center

DuPont Robert L.

2003-01-01

Describes eight suggestions for implementing a drug-testing program based on study of nine successful programs: Stress student health and safety, make it part of comprehensive education and prevention program, get it in writing, protect student privacy, focus on prevention, not punishment, involve parents and community from the start, evaluate and…
Pilot Testing of the NURSE Stress Management Intervention.

PubMed

Delaney, Colleen; Barrere, Cynthia; Robertson, Sue; Zahourek, Rothlyn; Diaz, Desiree; Lachapelle, Leeanne

2016-12-01

Student nurses experience significant stress during their education, which may contribute to illness and alterations in health, poor academic performance, and program attrition. The aim of this pilot study was to evaluate the feasibility and potential efficacy of an innovative stress management program in two baccalaureate nursing programs in Connecticut, named NURSE (Nurture nurse, Use resources, foster Resilience, Stress and Environment management), that assists nursing students to develop stress management plans. An explanatory sequential mixed-methods design was used to evaluate the effects of the intervention with 40 junior nursing students. Results from this study provide evidence that the NURSE intervention is highly feasible, and support further testing to examine the effect of the intervention in improving stress management in nursing students. © The Author(s) 2015.
Uniting Students To Subvert the Testing and Technology Craze.

ERIC Educational Resources Information Center

Miller, Robert

This paper addresses the movement to "improve" schools by means of legislating mandatory testing and then publishing students' results in local newspapers and on the Internet. Students who attend schools where the standards are not met are often the ones who would benefit most from a broad-based language arts program. These students are…
Standardized Test Results: KEEP and Control Students. 1975-1976, Technical Report #69.

ERIC Educational Resources Information Center

Antill, Ellen; Speidel, Gisela E.

This report presents the results of various standardized measures administered to Kamehameha Early Education Program (KEEP) students and control students in the school year 1975-1976. In contrast to previous comparisons, KEEP employed more rigorous procedures for the selection of the control students and for the conditions of test administration.…
Special Education Solutions in the Age of NCLB

ERIC Educational Resources Information Center

Harvey, Cathryn

2004-01-01

The No Child Left Behind Act specifies schools' responsibilities for including special education students in their overall assessment programs. These students must be assessed under a standardized test that is used for all students within a district--a test that is designed to show whether a student is meeting that state's standards for learning.…
The effect of an eye health promotion program on the health protective behaviors of primary school students

PubMed Central

Kirag, Nukhet; Temel, Ayla Bayik

2018-01-01

INTRODUCTION: Undiagnosed and uncorrected refractive errors in childhood can negatively affect the development of vision and cause students to have low academic success and even quit school before graduation. This study aims to determine the effects of an eye health promotion program on the health protective behaviors of primary school students. MATERIALS AND METHODS: This experimental study using a pretest-posttest design with a control group was conducted in three public primary schools in Aydın, a city in the Western Anatolia Region of Turkey, between April and November 2014. The eye health promotion program was provided by the researchers to the experimental Group 2 days in 4 weeks. The data were analyzed using the t-test, Chi-square analysis, the Mann–Whitney U-test, the Wilcoxon signed-rank test, and the McNemar test. RESULTS: The average age of the students was identified as 9.0 ± 3.64 years. The students wearing glasses all in the experimental group and 53.3% in the control group were found to always wear their glasses after the education program was completed (P < 0.05). These students, 97.9% in the experimental group and 58.1% in the control group underwent eye examinations from an ophthalmologist (P < 0.05). The eye health protective behaviors of the experimental group were found to have positively changed in the final follow-up, compared to the control group (P < 0.05). CONCLUSION: The eye health promotion program was found to be effective in improving eye health protective behaviors within the experimental group. PMID:29619388
The Impact of the College Assistance Migrant Program on Migrant Student Academic Achievement in the California State University System

ERIC Educational Resources Information Center

Ramirez, Adrian D.

2012-01-01

The 7-year longitudinal study examined the College Assistance Migrant Program (CAMP) impact on migrant student achievement in the California State University system. Participants included migrant students, Latinos, and general student populations from 2002-2009. The analysis of variance and chi-square test of independence were used to explore…
Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports.

PubMed

Kennedy, Mary R T; Krause, Miriam O

2011-01-01

To describe a program that integrates self-regulated learning theory with supported education for college students with traumatic brain injury using a dynamic coaching model; to demonstrate the feasibility of developing and implementing such a program; and to identify individualized outcomes. Case study comparisons. University setting. Two severely injured students with cognitive impairments. A dynamic coaching model of supported education which incorporated self-regulated learning was provided for students with traumatic brain injury while attending college. Outcomes were both short and long term including decontextualized standardized test scores, self-reported academic challenges, number and specificity of reported strategies, grades on assignments, number of credits completed versus attempted, and changes in academic status and campus life. Students improved on graded assignments after strategy instruction and reported using more strategies by the end of the year. Students completed most of the credits they attempted, were in good academic standing, and made positive academic decisions. Performance on decontextualized tests pre- and postintervention was variable. It is feasible to deliver a hybrid supported education program that is dynamically responsive to individual students' needs and learning styles. Reasons for including both functional and standardized test outcomes are discussed.
A Correlational Study of the Tennessee Formative Assessment Program (TFAP) to the Tennessee Comprehensive Assessment Program (TCAP) on Fifth Grade Reading/Language Arts

ERIC Educational Resources Information Center

Williams, Tina R.

2009-01-01

The approach of high-stakes testing and accountability of student learning has resulted in an increase of ongoing assessments and continual instructional adjustments by teachers to achieve maximum student performance on standardized tests. According to Black and Wiliam (1998a), formative assessments can produce significant learning gains by…
The Relation of High-Achieving Adolescents' Social Perceptions and Motivation to Teachers' Nominations for Advanced Programs

ERIC Educational Resources Information Center

Barber, Carolyn; Torney-Purta, Judith

2008-01-01

The discrepancies between test-based and teacher-based criteria of high achievement are well-documented for students of all ages. This study seeks to determine whether certain high school students who score high on tests of academic achievement are more likely than others to be nominated for advanced academic programs by their teachers. Using…
High School Journalism Research: Community College Program Implications.

ERIC Educational Resources Information Center

Dvorak, Jack

1987-01-01

Reviews findings from a Journalism Education Association study comparing the American College Testing (ACT) Program standardized scores, writing samples, and Language Arts Survey responses of students who were involved in high school journalism programs with students who were not. Urges community college journalism educators to support high school…
A pilot study of new approaches to teaching anatomy and pathology.

PubMed

Park, A; Schwartz, R W; Witzke, D B; Roth, J S; Mastrangelo, M; Birch, D W; Jennings, C D; Lee, E Y; Hoskins, J

2001-03-01

Minimally Invasive Surgery (MIS) has impacted patient care as well as medical training. New medical education opportunities have emerged with MIS. In this pilot study we explore the role of live, interactive MIS to augment and strengthen specific segments of the undergraduate medical curriculum. Laparoscopic cholecystectomy (LC) was selected to demonstrate upper abdominal anatomy and pathology. Second year medical students (n=100) in the course of their GI pathology classes attended live LC telesurgery-the telesurgery student group (TSG). Because of technical difficulties, a second class of medical students (n=90) was shown the tape of the MIS procedure one year later instead of the live surgery-the videotape surgery group (VSG). Background clinical information was provided by the program director and the durgeon. During the live and taped LC broadcast living anatomy was demonstrated and a diseased gallbladder was resected. TSG students were able to ask questions of the program director and the surgeon and vice versa using telesurgery technology. After the procedure, the surgeon met with the students for further discussion. VSG students were able to ask questions of the program director during and after the program. Both groups of students completed a pre- and posttest using remote audience responders. Students' responses from the two groups were compared for selected test and evaluation items. Pre-test (Cronbach's alpha=.10) and post-test (Cronbach's alpha =.28) data were obtained from 73 students in the TSG and.22 and.54 respectively from 69 students in the VSG. A significant increase in laparoscopic anatomy knowledge was observed from pretest to posttest for the VSG (31-55%) and from the TSG (30-61%). The majority of VSG students (68%) indicated the method used to teach was outstanding, and 87% indicated that the program was outstanding in keeping their interest. This is contrasted with only 24% of the TSG group responding that the teaching method was outstanding, and 41% indicated that the program was outstanding in keeping their interest. Medical students can productively be exposed to surgical methods and living anatomy using telesurgery. The high regard the TSG students had for this program suggests that it can be used effectively to teach and inspire medical students. The positive results have encouraged us to have a backup instructional method such as a tape of the MIS procedure, it apparently does not have the positive impact of live surgery.
A Different Type of Test.

ERIC Educational Resources Information Center

Brady, Lisa

2003-01-01

Describes a successful random drug-testing program for athletes and students involved in school-sponsored activities at Hunterdon Central Regional High School in Flemington, New Jersey. Urges all high schools to implement a random drug-testing program. (PKP)
Counterbalance Assessment: The Chorizo Test

ERIC Educational Resources Information Center

Cabrera, Nolan L.; Cabrera, George A.

2011-01-01

Just like all the high-stakes tests that determine students' futures nowadays, The Chorizo Test is a standardized test rooted in the culture of the test makers. It was originally created to be used with students in teacher training programs to sensitize them to the pitfalls inherent in standardized pencil-and-paper tests, such as linguistic bias…
Effect of Vocabulary Test Preparation on Low-Income Black Middle School Students' Reading Scores

ERIC Educational Resources Information Center

Mitchell, Ingrid; Nistor, Nicolae; Baltes, Beate; Brown, Michelle

2016-01-01

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework…
Evaluation: Test Construction and Use. An Instructional Model for Undergraduate Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module developed by the Research Applications for Teaching (RAFT) project assists the preservice teacher in constructing test items to better measure the outcomes of instructional objectives. Student teachers are also assisted in the interpretation of results of a student's performance on a standardized test. Students also…
Helping Students Prepare for Qualifying Exams; A Summary of WCRA Institute III.

ERIC Educational Resources Information Center

Parmer, Lorraine

This paper describes several learning laboratory program approaches to teaching students how to prepare for professional school admission exams. That these exams are true aptitude tests is a myth repeatedly deflated when students study for the tests and manage to score significantly higher on a second testing. Factors in addition to intelligence…
Differential Item Functioning Analysis for Accommodated versus Nonaccommodated Students

ERIC Educational Resources Information Center

Finch, Holmes; Barton, Karen; Meyer, Patrick

2009-01-01

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

Teaching Assessment of Classroom Learning: Using Scenarios To Teach Basic Tests and Measurement Concepts.

ERIC Educational Resources Information Center

Cochran, H. Keith

This paper contains two scenario-type assignments for students in a university tests and measurements class as well as a collection of materials developed by actual students in response to these assignments. An opening explanation argues that education students, often nearing the end of their program when they take the tests and measurement…
Service-learning’s Impact on Dental Students’ Attitude toward Community Service

PubMed Central

Coe, J. M.; Best, A. M.; Warren, J. J.; McQuistan, M. R.; Kolker, J. L.; Isringhausen, K. T.

2014-01-01

Introduction This study evaluated service-learning program’s impact on senior dental students’ attitude toward community service at Virginia Commonwealth University (VCU) School of Dentistry. Experience gained through service-learning in dental school may positively impact dental students’ attitude toward community service that will eventually lead into providing care to the underserved. Materials and methods Two surveys (pre and post-test) were administered to 105 senior dental students. For the first survey (post-test), seventy six students out of 105 responded and reported their attitude toward community service immediately after the service-learning program completion. Three weeks later, fifty six students out of the 76 responded to the second survey (retrospective pre-test) and reported their recalled attitude prior to the program retrospectively. Results A repeated-measure mixed-model analysis indicated that overall there was improvement between pre-test and post-test. Scales of connectedness, normative helping behavior, benefits1, career benefits, and intention showed a significant pre-test and post-test difference. An association between attitude toward community service and student characteristics such as age, gender, ethnicity, and volunteer activity was also examined. Only ethnicity showed an overall significant difference. White dental students appear to have a differing perception of the costs of community service. Conclusions The service-learning program at VCU School of Dentistry has positively impacted senior dental students’ attitude toward community service. PMID:25142286
A Comparison Study of the California Test of Basic Skills between Fourth and Fifth Grade Instrumental Music Pullout Students and Students Not Involved in the Instrumental Music Program.

ERIC Educational Resources Information Center

Corral, S. Joseph

The purpose of this study was to examine the effects of an instrumental music pullout program on student achievement. Two hundred and twenty-three students were divided into 2 groups. The first group consisted of 46 instrumental music students in grades 4 and 5. The second group consisted of 177 students who did not participate in the instrumental…
Chinese Students' Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth, and Significance

ERIC Educational Resources Information Center

Ma, Jia; Cheng, Liying

2015-01-01

Test preparation for high-stakes English language tests has received increasing research attention in the language assessment field; however, little is known about what aspects of test preparation students attend to and value. In this study, we considered the perspectives of 12 Chinese students who were enrolled in various academic programs in a…
A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program.

ERIC Educational Resources Information Center

Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…
A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program. Year Summary Report.

ERIC Educational Resources Information Center

Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…
A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program. Year 2 Report.

ERIC Educational Resources Information Center

Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…
A specialist peer mentoring program for university students on the autism spectrum: A pilot study.

PubMed

Siew, Choo Ting; Mazzucchelli, Trevor G; Rooney, Rosanna; Girdler, Sonya

2017-01-01

The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support.
Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.

PubMed

Custer, Nicole

Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.
Comparing the Impacts of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions, and Attitudes towards Biology

NASA Astrophysics Data System (ADS)

Kara, Yılmaz; Yeşilyurt, Selami

2008-02-01

The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the "cell division" topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS) was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students' understandings to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions in the experimental groups even after the treatment. It was also noticed that only using edutainment software program significantly changed students' attitudes towards biology.
Development of a Web-based question database for students' self-assessment.

PubMed

Hammoud, Maya M; Barclay, Mel L

2002-09-01

Computer-based testing (CBT) for the purpose of the national licensure examination has increased interest among medical students in this modality of testing. The advent of Web-based question-delivery systems for self-assessment and learning has made it possible for students to practice this technology and participate in self-directed learning. Test Pilot(TM) is a Web-based program that provides a fast and easy tool for the development and deployment of online testing. Our objectives for introducing the program were to (1) develop a large database of questions for students' practice and self-assessment; (2) include multimedia tools such as illustrations and short videos to enhance learning; (3) provide a feedback tool for clerkship and site directors regarding student performance; and (4) evaluate this tool in terms of students' frequency of use, students' satisfaction, and its potential effectiveness in enhancing learning. The Obstetrics and Gynecology clerkship at the University of Michigan is held at four different sites. In the past, students have been provided with access to floppy disks that contain about 500 self-assessment questions. These questions have been reformatted, updated, and transferred to Test Pilot. Visual illustrations have been added to the questions along with more varied formats, including extended matching, fill-in, and essay questions. The questions are divided into ten-question quizzes. The students get immediate feedback after answering each question and a summary of performance at the end of each quiz. Security, access, and analysis are facilitated because the questions and responses are stored centrally. In addition, Test Pilot captures information regarding individual and collective students' performances. At the end of the rotation, students fill out a form evaluating the Test Pilot program and comparing it with the quiz disks. In addition, we are collecting data regarding the actual use of Test Pilot, which will be compared with the students' surveys and final exam scores. Test Pilot has many benefits, including access control, immediate feedback, automated scoring, interactive learning, and data analysis. The enhancement of material permitted by a Web-based system increases the depth and variety of the learning experience by adding perceptual dimensions. Test Pilot also provides the clerkship director with the capability to obtain improved measurements of student performance and captures the student's self-learning and testing process. It can potentially identify weaknesses or inconsistencies across the different sites and recognize students who may need additional help early in the rotation. Over a one-year period, most students have switched from the quiz disks to Test Pilot. The students reported satisfaction with the Web-based format and found it user friendly. They especially liked the immediate feedback. The students have requested more questions and multimedia options be added. We plan to continue the development and assessment of this learning tool.
Assessing Logo Programming among Jordanian Seventh Grade Students through Turtle Geometry

ERIC Educational Resources Information Center

Khasawneh, Amal A.

2009-01-01

The present study is concerned with assessing Logo programming experiences among seventh grade students. A formal multiple-choice test and five performance tasks were used to collect data. The results provided that students' performance was better than the expected score by the probabilistic laws, and a very low correlation between their Logo…
An Evaluation of a Biological Slide-Tutorial Program.

ERIC Educational Resources Information Center

Chan, Gordon L.

Described is an auto-tutorial slide program for zoology students. A self-paced system was devised for observing the subject matter covered in the twelve study units of a zoology course. The post-testing evaluation revealed that students with lower grade point averages achieved scores comparable with students of higher grade point averages.…
Impact of Physical Environment on Academic Achievement of High School Youth.

ERIC Educational Resources Information Center

Burkhalter, Bettye B.

1983-01-01

To study the relationship of the physical environment to high school students' academic achievement, 60 students participated in an experiential career exploration program at the Alabama Space and Rocket Center while 108 students participated in a traditional careers program. Tests indicated the former group improved more in career choice…
Evaluation of the 2006-2007 Students' Creative Response to Conflict Program

ERIC Educational Resources Information Center

Yungbluth, Stephen C.

2008-01-01

A quasi-experimental pre- and post-test design was used to evaluate the Students' Creative Response to Conflict (SCRC) program, which is based on the principles of conflict resolution education and social-emotional learning. It is predicted that SCRC will influence students to reduce their approval of aggression and associated problem behaviors…
Preparing students for graduate study: an eLearning approach.

PubMed

Pintz, Christine; Posey, Laurie

2013-07-01

This paper describes the development and preliminary evaluation of an eLearning program intended to provide incoming nursing students with the basic knowledge, skills and abilities needed to succeed in graduate-level, online coursework. Using Mayer's principles (2008) for the effective design of multimedia instruction, an open-access, self-directed, online program was developed. The Graduate School Boot Camp includes five online modules focused on learning strategies and time management, academic writing, technology, research, and library skills. To motivate and engage learners, the program integrates a fun, graphical sports theme with audiovisual presentations, examples, demonstrations and practice exercises. Learners begin with a self-assessment based on the Motivated Strategies for Learning Questionnaire or MSLQ (Pintrich et al., 1993). To assess change in knowledge levels before and after completing the program, learners take a pre-test and post-test. Preliminary findings indicate that the students found the information relevant and useful. They enjoyed the self-paced, multimedia format, and liked the option to return to specific content later. This innovative program offers a way to prepare students proactively, and may prove useful in identifying students at risk and connecting them with the appropriate resources to facilitate successful program completion. Copyright © 2012 Elsevier Ltd. All rights reserved.
Impact of the Birkman Method Assessment on Pharmacy Student Self-Confidence, Self-Perceptions, and Self-Awareness

PubMed Central

Grant, Amy D.; Fabel, Patricia H.; Worrall, Cathy; Brittain, Kristy; Martinez, Breanne; Lu, Z. Kevin; Davis, Robert; Doran, Georgia H.; Ziegler, Bryan

2016-01-01

Objective. To identify changes in pharmacy student self-confidence, self-perceptions, and self-awareness after completing the Birkman Method assessment and training program. Methods. Survey tools were developed to evaluate students at baseline and following the co-curricular Birkman Method program. Following IRB approval, students participating in the Birkman Method program were recruited for enrollment in this survey-based study. Results. Student self-confidence was high at baseline (mean=4 out of 5) and did not significantly change after Birkman Method testing and training. Self-perceptions regarding usual and stressed communication style and behaviors and behavioral needs under stress changed significantly after Birkman Method testing and training for these endpoints. The Birkman Method intervention resulted in a significant improvement in self-awareness, as indicated by a mean self-perception accuracy score increase of 1.6 points (95% CI: 1.3-1.9). Conclusions. A Birkman Method assessment and training program is an effective self-assessment tool for students, and may be useful for accomplishing Accreditation Council for Pharmacy Education (ACPE) 2016 Standard 4 affective domain elements, particularly self-awareness. PMID:28090097
[Effects of a group counseling integration program on self-determination and Internet addiction in high school students with tendency to Internet addiction].

PubMed

Park, Gyeong Ran; Kim, Hee Sook

2011-10-01

In this study the effects of a Group Counseling Integration Program for students with a tendency to Internet addiction were examined. Thirty-seven students who were in a vocational high school in G city participated in a survey, which was carried out from October 12 to November 12, 2009. To test the effects of the Group Counseling Integration Program, the participants were divided into two groups, an experimental group (18) and a control group (19). The research design used in this study was a nonequivalent control group non-synchronized pre-posttest quasi-experimental research design. The research tools included a self-determination scale and an internet addiction scale. Data were analyzed using Chi-square test, t-test, and ANCOVA with the SPSS/WIN 14.0 program. Significant differences were found in self-determination scores and internet addiction scores between the experimental group and the control group (F=5.99, p=.020) (t=-2.53, p=.016). The results indicate that Group Counseling Integration Programs are an effective nursing intervention for improving self-determination and decreasing Internet addiction in students with a tendency to Internet addiction.
Computerized NCLEX-RN and NCLEX-PN preparation programs. Comparative review, 1997.

PubMed

Riner, M E; Mueller, C; Ihrke, B; Smolen, R A; Wilson, M; Richardson, V; Stone, C; Zwirn, E E

1997-01-01

The computerized test taking market continues to expand to meet the needs of nursing students studying to prepare for the NCLEX-RN and the NCLEX-PN. In addition, currently registered nurses may choose to use these software programs to review clinical knowledge in areas in which they are not currently practicing. This article reviewed software designed for personal use, review books with complete disks, on-site institutional testing and consultation, and school of nursing LANs. The costs of software for personal use is priced reasonably and provides flexibility for students to use as their schedule permits. The cost of institutional licenses is moderate and most programs provide multiple on-site use rights. The marketplace has responded to the computerized NCLEX testing now in place nationally. As new formats are developed and new uses identified, nursing faculty and students can expect to see an expanded use of computerized testing.
Light and optics conceptual evaluation findings from first year optometry students

NASA Astrophysics Data System (ADS)

Thapa, Damber; Lakshminarayanan, Vasudevan

2014-07-01

The Light and Optics Conceptual Evaluation (LOCE) was developed to examine conceptual understanding of basic geometric and physical optics for the Active Learning in Optics and Photonics program administered by UNESCO. This 50 item test (46 multiple choice, 4 ray-tracing short answer) was administered to entering students in the Optometry professional degree (OD) program. We wanted to determine how much of the physics/optics concepts from undergraduate physics courses (a pre-requisite for entry to the OD program) were retained. In addition, the test was administered after the first year students had taken a required course in geometric and visual optics as part of their first semester courses. The LOCE was completed by two consecutive classes to the program in 2010 (n=89) and 2011 (n=84). The tests were administered the first week of the term and the test was given without any prior notice. In addition, the test was administered to the class of 2010 students after they had completed the course in geometric and visual optics. The means of the test were 22.1 (SD=4.5; range: 12-35) and 21.3(SD=5.1; range: 11-35) for the two entering classes. There was no statistical significance between the two classes (t-test, p<0.05). Similarly there was no difference between the scores in terms of gender. The post-course test (administered during the first week of the second term) showed a statistically significant improvement (mean score went from 22.1 to 31.1, a 35% improvement). It should be noted that both groups of students performed worse in questions related to physical optics as well as lens imaging, while scoring best in questions related to refraction and reflection. These data should be taken into consideration when designing optics curricula for optometry (and other allied health programs such as opticianry or ophthalmology).

49 CFR 380.109 - Driver testing.

Code of Federal Regulations, 2010 CFR

2010-10-01

....109 Driver testing. (a) Testing methods. The driver-student must pass knowledge and skills tests in... this part for the specific type of LCV training program being taught. (2) Instructors shall develop their own tests for the specific type of LCV-training program being taught, but those tests must be at...
49 CFR 380.109 - Driver testing.

Code of Federal Regulations, 2011 CFR

2011-10-01

....109 Driver testing. (a) Testing methods. The driver-student must pass knowledge and skills tests in... this part for the specific type of LCV training program being taught. (2) Instructors shall develop their own tests for the specific type of LCV-training program being taught, but those tests must be at...
49 CFR 380.109 - Driver testing.

Code of Federal Regulations, 2012 CFR

2012-10-01

....109 Driver testing. (a) Testing methods. The driver-student must pass knowledge and skills tests in... this part for the specific type of LCV training program being taught. (2) Instructors shall develop their own tests for the specific type of LCV-training program being taught, but those tests must be at...
49 CFR 380.109 - Driver testing.

Code of Federal Regulations, 2014 CFR

2014-10-01

....109 Driver testing. (a) Testing methods. The driver-student must pass knowledge and skills tests in... this part for the specific type of LCV training program being taught. (2) Instructors shall develop their own tests for the specific type of LCV-training program being taught, but those tests must be at...
49 CFR 380.109 - Driver testing.

Code of Federal Regulations, 2013 CFR

2013-10-01

....109 Driver testing. (a) Testing methods. The driver-student must pass knowledge and skills tests in... this part for the specific type of LCV training program being taught. (2) Instructors shall develop their own tests for the specific type of LCV-training program being taught, but those tests must be at...
Academic success or failure in nursing students: results of a retrospective observational study.

PubMed

Lancia, Loreto; Petrucci, Cristina; Giorgi, Fabio; Dante, Angelo; Cifone, Maria Grazia

2013-12-01

Nursing student academic failure is a phenomenon of growing international interest, not only because of its economic impact but also because it negatively affects the availability of future nurses in different healthcare systems. To recruit the students with the highest probability of academic success, an open challenge for universities is to recruit students who have previously demonstrated superior scholastic aptitudes that appear to be associated with a greater likelihood of academic success. Documenting the relationship between the selection methods used when selecting nursing students and academic failure will contribute to the international debate concerning the optimisation of the selection strategies. The principal aim of this study was to investigate the role in predicting nursing student academic success of (1) the upper-secondary diploma grades and (2) the score obtained by students in the nursing degree program admission test. A retrospective observational study was conducted. Five cohorts of nursing students, matriculated in consecutive academic years from 2004 to 2008, in an Italian bachelor's degree program were observed retrospectively. Overall, 61.2% of the 1006 considered students concluded their degree within the legal duration allowed for the nursing degree. Students who failed were those who had lowest grades associated with their upper-secondary diploma coursework (p=0.000) and were male (p=0.000). The grades associated with the upper-secondary diploma coursework, unlike the admission test score, correlates positively with the final degree grade and the average value of degree program examination scores. No correlation was found between the upper-secondary diploma coursework grades and the scores obtained in the test for the nursing degree program admission test (r=-0.037). These results suggest that upper-secondary diploma coursework grades are a parameter that should receive great consideration, especially in cases where there are planned numbers of incoming nursing degree students. Copyright © 2013 Elsevier Ltd. All rights reserved.
Gifted Students' Readiness for College: Factors that Influence Students' Performance on a College Entrance Test

ERIC Educational Resources Information Center

Gomez-Arizaga, Maria P.; Conejeros-Solar, Leonor

2014-01-01

Gifted students' performance on a Chilean university admission test, Prueba de Selección Universitaria (PSU), was investigated in this study. Sixty-six students participating in an enrichment-based university program for gifted youth were selected. The sample included both male and female gifted adolescents who studied in public and voucher…
Profiles of Learning. The Basic Skills Testing Program in New South Wales: 1989.

ERIC Educational Resources Information Center

Masters, Geofferey; And Others

This publication on the New South Wales' Basic Skills Testing Program (BSTP) describes the development of the program's tests, the analysis of students' results, and the communication of results to parents, teachers, and schools. In BSTP tests, basic skills are defined not as low-level, rudimentary survival skills, but as major areas of learning…
The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri Vocational School students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-03-01

This study aimed to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students’ mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.
Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000. Report of the International Reading Association PISA Task Force.

ERIC Educational Resources Information Center

Topping, Keith; Valtin, Renate; Roller, Cathy; Brozo, William; Dionisio, M. Lourdes

The Program for International Student Assessment (PISA) is a study of comparisons. Subjects, 15-year-old students from 32 participating countries, were compared in their abilities to "use literacy knowledge and skills to meet real-life challenges," as assessed on a two-hour, paper-and-pencil test. Students also responded to a…
[Effects of an Integrated Internet Addiction Prevention Program on Elementary Students' Self-regulation and Internet Addiction].

PubMed

Mun, So Youn; Lee, Byoung Sook

2015-04-01

The purpose of this study was to develop an integrated internet addiction prevention program and test its effects on the self-regulation and internet addiction of elementary students who are at risk for internet addiction. A quasi-experimental study with a nonequivalent control group pretest-posttest design was used. Participants were assigned to the experimental group (n=28) or control group (n=28). Contents of the program developed in this study included provision of information about internet addiction, interventions for empowerment and methods of behavioral modification. A pre-test and two post-tests were done to identify the effects of the program and their continuity. Effects were testified using Repeated measures ANOVA, simple effect analysis, and Time Contrast. The self-regulation of the experimental group after the program was significantly higher than the control group. The score for internet addiction self-diagnosis and the internet use time in the experimental group were significantly lower than the control group. The effects of the integrated internet addiction prevention program for preventing internet addiction in elementary students at risk for internet addiction were validated.
The Parents as Teachers Program in Missouri and the Resulting Difference in Academic Effects for Fifth- and Sixth-Grade Students

ERIC Educational Resources Information Center

Arnold, Jill Mayes

2013-01-01

Due to No Child Left Behind legislation, state education officials are increasing programs and funding for early childhood interventions. Missouri's Parents as Teachers Program (PAT) is one such program that works to increase students' academic achievement in school and on standardized tests. This study explored one Missouri school district's…
Student Interns Work on Mars

NASA Technical Reports Server (NTRS)

Bowman, C. D.; Bebak, M.; Bollen, D. M.; Curtis, K.; Daniel, C.; Grigsby, B.; Herman, T.; Haynes, E.; Lineberger, D. H.; Pieruccini, S.

2004-01-01

The exceptional imagery and data acquired by the Mars Exploration Rovers since their January 2004 landing have captured the attention of scientists, the public, and students and teachers worldwide. One aspect of particular interest lies with a group of high school teachers and students actively engaged in the Athena Student Interns Program. The Athena Student Interns Program (ASIP) is a joint effort between NASA s Mars Public Engagement Office and the Athena Science Investigation that began in early 1999 as a pilot student-scientist research partnership program associated with the FIDO prototype Mars rover field test . The program is designed to actively engage high school students and their teachers in Mars exploration and scientific inquiry. In ASIP, groups of students and teachers from around the country work with mentors from the mission s Athena Science Team to carry out an aspect of the mission.
Training Teachers and Serving Students: Applying Usability Testing in Writing Programs

ERIC Educational Resources Information Center

McGovern, Heather

2007-01-01

Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials "before" teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing…
Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia.

PubMed

Fusco, Natália; Germano, Giseli Donadon; Capellini, Simone Aparecida

2015-01-01

To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.
Feasibility of an acceptance and commitment therapy adjunctive web-based program for counseling centers.

PubMed

Levin, Michael E; Pistorello, Jacqueline; Hayes, Steven C; Seeley, John R; Levin, Crissa

2015-07-01

Web-based adjunctive tools provide a promising method for addressing the challenges college counseling centers face in meeting the mental health needs of students. The current study tested an initial adjunctive prototype based on acceptance and commitment therapy (ACT) in a pre-post open trial with 30 counselors and 82 student clients across 4 counseling centers. Results indicated high ratings of program satisfaction and usability with counselors and students. The majority of students completed at least part of the program. Significant improvements were found across almost all outcome and ACT process measures with student clients. Improvements in student outcomes were predicted by both changes in psychological inflexibility and how often counselors discussed the program with students. Results are discussed in relation to support for and future development of a flexible, adjunctive ACT program for counseling centers. (c) 2015 APA, all rights reserved).
One University's Approach to Student-Based Experiential Training With Spaceflight Hardware

NASA Astrophysics Data System (ADS)

Klumpar, D. M.

2005-12-01

Montana State University's interdisciplinary Space Science and Engineering Laboratory (SSEL) is in the fifth year of a program that is providing trained space experimentalists and space-savvy engineers for the nation's workforce. Through this program students learn, through first hand experience, the need for rigorous trade studies, documentation, design reviews, and procedures by which interdisciplinary teams conduct successful scientific satellite missions. The program differs from more traditional university student involvements in satellite instrumentation in that, rather than somewhat compartmentalized participation in a formal NASA space mission (or sounding rocket investigation) these students conceive, design, build, test, and fly their own missions. As a result of these projects being entirely student managed and student executed, the students experience all aspects of the complete mission development cycle, including full responsibility for project management. Contributing to the success of the MSU program has been the fact that the projects are ongoing and are carried on outside of the academic course based curriculum structure. Rather than merely taking a course of two and then moving on, individual students spend much of their university tenure associated with the laboratory as an extracurricular activity. The program is based on continuing professional development of the individual student by providing increasingly challenging tasks through increasingly sophisticated projects. The tiered program offers ground-based instruments, balloon-borne systems and payloads, rockets and rocket-based instruments, and earth orbiting satellites and their subsystems. Frequent opportunities to develop and test hardware throughout the long process of satellite design and development are provided by low-cost and frequent high-altitude balloon flights. Strategies that have been developed for dealing with student turnover, and the multitude of priorities that distract the students will be discussed.
Registered Nurse to Bachelor of Science in Nursing: nesting a fast-track to traditional generic program, teachings from nursing education in Burkina Faso.

PubMed

Beogo, Idrissa; Liu, Chieh-Yu; Dlamini, Colile P; Gagnon, Marie-Pierre

2015-01-01

Nursing education has evolved over time to fit societies' increasing care needs. Innovations in nursing education draw thorny debates on potential jeopardy in the quality, safety, and efficacy of nurse graduates. Accelerated nursing education programs have been among landmark strategic changes to address the persistent bedside nurse shortage. Despite the dearth of empirical studies in sub-Saharan Africa (SSA), the National School of Public Health of Burkina Faso has developed a State Diploma Nursing (SDN) fast-track program. With innovative features, the program is nested into the traditional SDN program. This study investigates preliminary outcomes of the implemented policy using the initial cohort that went through the program. Comparison of the traditional generic program and the fast-track one is drawn to inform nursing education policy. The study was conducted in the three campuses delivering the SDN program. Data collected from a representative sample included 255 students from the 2006-2009 cohort, after concluding the program. Surveyed students were assessed according to the program entry status. Outcomes were measured using students' academic performance. Besides descriptive analysis, bivariate t-test, F-test, and multivariate ordinary least square regression (OLSR) were employed to determine the comparative pattern between the traditional generic and the newly nested fast-track program. Students' varied statuses (private pre-registration, state pre-registration, private post-registration, and state post-registration) were kept to better outline the findings trend. A fifth (19.6 %) of surveyed students were enrolled in the fast-track stream from which, one third (33.7 %) consisted of post-registered students. Fast-track students comparatively achieved the best academic performance (mean: 73.68/100, SD: 5.52). Multivariate OLSR confirmed that fast-track students performed better (β: 5.559, p < 0.001), and further informed differences between campuses. Students entry status also displayed significant differences, yet the academic performance of post-registered students from traditional generic versus fast-track was similar (p = 0.409). Findings suggest that fast-track program students performed better than the ones from the traditional generic program. The uniqueness and success of this mixed nursing program experience sheds light for nursing educators engaged in policy making. The study results can serve as a crucial foundation for policymakers to alleviate the nurse shortage in SSA.
Legal Issues in the Use of Student Test Scores and Value-Added Models (VAM) to Determine Educational Quality

ERIC Educational Resources Information Center

Pullin, Diana

2013-01-01

A growing number of states and local schools across the country have adopted educator evaluation and accountability programs based on the use of student test scores and value-added models (VAM). A wide array of potential legal issues could arise from the implementation of these programs. This article uses legal analysis and social science evidence…
The Use of Technology as an Oral Achievement Testing Tool: Analysis of Students' Perceptions and Oral Performance in a Portuguese Language Program

ERIC Educational Resources Information Center

Santana-Paixao, Raquel C.

2017-01-01

Oral testing administration plays a significant role in foreign language programs aiming to foster the development of students' speaking abilities. With the development of language teaching software, the use of computer based recording tools are becoming increasingly used in language courses as an alternative to traditional face-to-face oral…

Car Builder: Design, Construct and Test Your Own Cars. School Version with Lesson Plans. [CD-ROM].

ERIC Educational Resources Information Center

Highsmith, Joni Bitman

Car Builder is a scientific CD-ROM-based simulation program that lets students design, construct, modify, test, and compare their own cars. Students can design sedans, four-wheel-drive vehicles, vans, sport cars, and hot rods. They may select for aerodynamics, power, and racing ability, or economic and fuel efficiency. It is a program that teaches…
The Effectiveness of the North Carolina Early Mathematics Placement Test in Preparing High School Students for College-Level Introductory Mathematics Courses

ERIC Educational Resources Information Center

Hilgoe, Ellen; Brinkley, Jason; Hattingh, Johannes; Bernhardt, Robert

2016-01-01

Since its establishment in 1996, the North Carolina Early Mathematics Placement Testing (NC EMPT) Program has provided a low stakes reality check of readiness for college-level mathematics to more than 600,000 high school students statewide. The program strives to help reduce the percentage of incoming college freshmen requiring mathematics…
A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

PubMed

Keith, L; Hollar, D

2012-07-01

This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn matriculation to and graduation from medical school.
The Influence of an NCLB Accountability Plan on the Distribution of Student Test Score Gains

ERIC Educational Resources Information Center

Springer, Matthew G.

2008-01-01

Previous research on the effect of accountability programs on the distribution of student test score gains is decidedly mixed. This study examines the issue by estimating an educational production function in which test score gains are a function of the incentives schools have to focus instruction on below-proficient students. NCLB's threat of…
Changes in University Students after Joining a Service Leadership Program in China

ERIC Educational Resources Information Center

Shek, Daniel T. L.; Lin, Li

2016-01-01

This study examined the effectiveness of a 4.5-day service leadership program for students from Chinese universities using objective outcome evaluation. The participants were assessed before and after the program, with two post-test measurements (immediate assessment and assessment 12 days after the completion of class learning). At pretest and…
An Enrichment Program for Migrant Students: MENTE/UOP.

ERIC Educational Resources Information Center

Gilbert, Michael B.

The report describes the objectives and accomplishments of a summer enrichment program, Migrantes Envueltos en Nuevos Temas de Educacion/Migrants Engaged in New Themes in Education (MENTE), for promising and talented migrant high schoolers. The program is a cooperative one with a university. Students selected by a review committee are tested for…
Pilot Test of Standup, an Online School-Based Bullying Prevention Program

ERIC Educational Resources Information Center

Timmons-Mitchell, Jane; Levesque, Deborah A.; Harris, Leon A., III.; Flannery, Daniel J.; Falcone, Tatiana

2016-01-01

Bullying is a significant public health problem for students in schools. Prevention programs have addressed targets with some success; however, meta-analyses find small effects among older youths. A pilot study was conducted with high school students to evaluate the potential efficacy of StandUp, a three-session online program that delivers…
Integrated Science in the Seychelles: An Evaluation.

ERIC Educational Resources Information Center

Brophy, Michael; Pillay, Patrick

1986-01-01

Provides an overview of the educational program of the Seychelles and focuses on an evaluation of the final phase (P7-P9) of the nine-year school program. Reports how findings from content analyses of materials, teacher and student interviews, and student test results were used to develop the new Seychelles Integrated Science program. (ML)
Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

ERIC Educational Resources Information Center

Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

2016-01-01

This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…
The Teachers' Lounge

ERIC Educational Resources Information Center

Barlow, Dudley

2004-01-01

The Michigan Educational Assessment Program (MEAP) test scores for 2004 have been announced. The tests, administered to juniors, attempt to assess how well students perform in mathematics, reading, writing, science, and social studies. There is a good deal at stake here. For students, it means money: Any student who meets or exceeds the state's…
E-learning program for medical students in dermatology

PubMed Central

Silva, Cristiana Silveira; Souza, Murilo Barreto; Filho, Roberto Silveira Silva; de Medeiros, Luciana Molina; Criado, Paulo Ricardo

2011-01-01

INTRODUCTION: Dermatological disorders are common in medical practice. In medical school, however, the time devoted to teaching dermatology is usually very limited. Therefore, online educational systems have increasingly been used in medical education settings to enhance exposure to dermatology. OBJECTIVE: The present study was designed to develop an e-learning program for medical students in dermatology and evaluate the impact of this program on learning. METHODS: This prospective study included second year medical students at the University of Technology and Science, Salvador, Brazil. All students attended discussion seminars and practical activities, and half of the students had adjunct online seminars (blended learning). Tests were given to all students before and after the courses, and test scores were evaluated. RESULTS: Students who participated in online discussions associated with face-to-face activities (blended learning) had significantly higher posttest scores (9.0±0.8) than those who only participated in classes (7.75±1.8, p <0.01). CONCLUSIONS: The results indicate that an associated online course might improve the learning of medical students in dermatology. PMID:21655756
Measuring the impact of informal science education in zoos on environmental knowledge, attitudes and behaviors

NASA Astrophysics Data System (ADS)

Wilson, Christopher David

Despite the emphasis in modern zoos and aquaria on conservation and environmental education, we know very little about what people learn in these settings, and even less about how they learn it. Research on informal learning in settings such as zoos has suffered from a lack of theory, with few connections being made to theories of learning in formal settings, or to theories regarding the nature of the educational goals. This dissertation consists of three parts: the development and analysis of a test instrument designed to measure constructs of environmental learning in zoos; the application of the test instrument along with qualitative data collection in an evaluation designed to measure the effectiveness of a zoo's education programs; and the analysis of individually matched pre- and post-test data to examine how environmental learning takes place, with respect to the constructivist view of learning, as well as theories of environmental learning and the barriers to pro-environmental behavior. The test instrument consisted of 40 items split into four scales: environmental knowledge, attitudes toward the environment, support for conservation, and environmentally responsible behavior. A model-driven approach was used to develop the instrument, which was analyzed using Item Response Theory and the Rasch dichotomous measurement model. After removal of two items with extremely high difficulty, the instrument was found to be unidimensional and sufficiently reliable. The results of the IRT analyses are interpreted with respect to a modern validity framework. The evaluation portion of this study applied this test instrument to measuring the impact of zoo education programs on 750 fourth through seventh grade students. Qualitative data was collected from program observations and teacher surveys, and a comparison was also made between programs that took place at the zoo, and those that took place in the school classroom, thereby asking questions regarding the role of setting in environmental education. It was found that students in both program types significantly increased their environmental knowledge as a result of the program, but only students in the school-based programs significantly improved their attitudes towards the environment. Analyzing by grade, seventh grade students scored significantly lower on all aspects of the test than the younger students, suggesting a detrimental effect of novel settings on learning in adolescents. Teacher survey data suggests that teachers place great importance on how the education program would fit in with their school-based curriculum, but did little to integrate the program into their classroom teaching. Observations of the programs revealed some logistical issues, and some concerns regarding the zoo instructors' use of curriculum materials. Analyzing the test data from a constructivist perspective revealed that students with high incoming environmental attitudes had significant increases in environmental knowledge. That is, students with positive attitudes towards the environment are predisposed to engage in learning about the environment. Some gender-specific findings are also discussed.
Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses.

PubMed

Lifshitz, Hefziba; Verkuilen, Jay; Shnitzer-Meirovich, Shlomit; Altman, Carmit

2018-01-01

Inclusion of people with intellectual disability (ID) in higher postsecondary academic education is on the rise. However, there are no scientific criteria for determining the eligibility for full inclusion of students with ID in university courses. This study focuses on two models of academic inclusion for students with ID: (a) separate adapted enrichment model: students with ID study in separate enrichment courses adapted to their level; (b) full inclusion model: students with ID are included in undergraduate courses, receive academic credits and are expected to accumulate the amount of credits for a B.A. (a) To examine whether crystallized and fluid intelligence and cognitive tests can serve as screening tests for determining the appropriate placement of students with ID for the adapted enrichment model versus the full inclusion model. (b) To examine the attitudes towards the program of students with ID in the inclusion model. The sample included 31 adults with ID: students with ID who were fully included (N = 10) and students with ID who participated in the adapted enrichment model (N = 21). Crystallized and fluid intelligence were examined (WAIS-III, Wechsler, 1997) and Hebrew abstract verbal tests (Glanz, 1989). Semi-structured interviews were conducted in order to examine the attitudes of students in the inclusion model towards the program. The ANOVAs indicate that the most prominent difference between the groups was in vocabulary, knowledge and working memory. ROC analysis, a fundamental tool for diagnostic test evaluation, was used to determine the students' eligibility for appropriate placement in the two models. Seven tests distinguished between the groups in terms of sensitivity and specificity. The interviews were analyzed according to three phases. The results indicate that students with ID are able to participate in undergraduate courses and achieve academic goals. The general IQ and idioms test seem to be best determiners for appropriate placement of students with ID to one of the two models. The included students with ID are motivated and self-determined in continuing in the program.
Thermal-Structures and Materials Testing Laboratory

NASA Technical Reports Server (NTRS)

Teate, Anthony A.

1997-01-01

Since its inception and successful implementation in 1997 at James Madison University, the Thermal Structures and Materials Testing Laboratory (T-SaMTL) funded by the NASA Langley Research Center is evolving into one of the University's premier and exemplary efforts to increase minority representation in the sciences and mathematics. Serving ten (10) students and faculty directly and almost fifty (50) students indirectly, T-SAMTL, through its recruitment efforts, workshops, mentoring program, tutorial services and its research and computational laboratories has marked the completion of the first year with support from NASA totaling $ 100,000. Beginning as an innovative academic research and mentoring program for underrepresented minority science and mathematics students, the program now boasts a constituency which consists of 50% graduating seniors in the spring of 1998 with 50% planning to go to graduate school. The program's intent is to increase the number of underrepresented minorities who receive doctoral degrees in the sciences by initiating an academically enriched research program aimed at strengthening the academic and self actualization skills of undergraduate students with the potential to pursue doctoral study in the sciences. The program provides financial assistance, academic enrichment, and professional and personal development support for minority students who demonstrate the potential and strong desire to pursue careers in the sciences and mathematics. James Madison University was awarded the first $100,000, in April 1997, by The NASA Langley Research Center for establishment and support of its Thermal Structures and Materials Testing
Implementation of a cardiovascular disease prevention program among school-aged children: a pilot study.

PubMed

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

2006-09-01

The objective of this study was to test students' knowledge of cardiovascular disease information and to determine if a carefully structured training program administered to high school students would increase their knowledge about cardiovascular disease and risk factors that are preventable. A pilot study was conducted during which fifty high school students from nine counties in the State of Mississippi were measured for their knowledge of hypertension both at baseline and after the completion of an intervention training activity. There were significant gains in knowledge between the pre-test and the post-test that the students completed. The gains in knowledge indicate that elimination of risk factors is possible if all health care and school-based prevention programs are implemented to positively impact changes in eating and physical activity behaviors. Students' involvement in such activities could translate into significant changes in risk factors at these ages and throughout their lifetime. It is widely accepted that these behavioral changes, if sustained into adulthood, could have the potential to influence cardiovascular risk reduction.
A Validity Study on Predictors of Success in Resident Master’s Degree Programs at the Air Force Institute of Technology.

DTIC Science & Technology

1987-09-01

test used primarily by management and business schools . The Educational Testing Service (ETS), which administers the tests, presents data supporting...2000 graduate students, he found that family background and a student’s confidence in his abilities were indeed related to success in law and business ... schools . -, ’~.Another study investigated the use of a number of predictor variables in predicting success in a graduate * psychology program. Using a
The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language

ERIC Educational Resources Information Center

Lee, Nancy

2013-01-01

The current study explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on students' test performance in the computer programming language JavaScript. Students' perceptions toward the two strategies as to their effectiveness in learning JavaScript was also explored by examining students'…
Austin Youth River Watch Program: 1992-93 Final Report. Publication Number 92.33.

ERIC Educational Resources Information Center

Turner, Jeannine

The City of Austin (Texas) provides funds for an educational initiative to involve minority high school students in water quality issues and to reduce the dropout rate through positive role model interaction with academically successful students. Principal program activities were testing river water for pollutants and tutoring at-risk students by…
Addiction Studies: Exploring Students' Attitudes toward Research in a Graduate Program

ERIC Educational Resources Information Center

James, Raven; Simons, Lori

2011-01-01

An exploratory study was conducted to compare addiction studies and community counseling students' attitudes toward research. A survey of 66 addiction studies and 17 community counseling students in graduate programs was used to explore interest and self-efficacy in research and the research training environment. A pre/post test design was used to…
Shaping Aspirations, Awareness, Academics, and Action: Outcomes of Summer Enrichment Programs for English-Learning Secondary Students

ERIC Educational Resources Information Center

Matthews, Paul H.; Mellom, Paula J.

2012-01-01

Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants' beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in…

The Predictive Accuracy of Verbal, Quantitative, and Nonverbal Reasoning Tests: Consequences for Talent Identification and Program Diversity

ERIC Educational Resources Information Center

Lakin, Joni M.; Lohman, David F.

2011-01-01

Effective talent-identification procedures minimize the proportion of students whose subsequent performance indicates that they were mistakenly included in or excluded from the program. Classification errors occur when students who were predicted to excel subsequently do not excel or when students who were not predicted to excel do. Using a…
Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…
Effectiveness of a knowledge-contact program in improving nursing students' attitudes and emotional competence in serving people living with HIV/AIDS.

PubMed

Yiu, Jessie W; Mak, Winnie W S; Ho, Winnie S; Chui, Ying Yu

2010-07-01

This study compared the effectiveness of an AIDS knowledge-only program (knowledge) with a combined program of AIDS knowledge and contact with people having HIV/AIDS (PHA) (knowledge-contact) in reducing nursing students' stigma and discrimination towards PHA and in enhancing their emotional competence to serve PHA. Eighty-nine nursing students from two universities in Hong Kong were randomly assigned to either the knowledge or the knowledge-contact condition. All participants completed measures of AIDS knowledge, stigmatizing attitudes, fear of contagion, willingness to treat, positive affect, and negative affect at pre-test, post-test, and six-week follow-up. Findings showed that in both groups, significant improvement in AIDS knowledge, stigmatizing attitudes, fear of contagion, willingness to treat, and negative affect were found at post-test. The effects on AIDS knowledge, fear of contagion, willingness to treat, and negative affect were sustained at follow-up for both groups. Intergroup comparisons at post-test showed that the effectiveness of knowledge-contact program was significantly greater than knowledge program in improving stigmatizing attitudes. No significant difference between the two groups was found at follow-up. Findings showed the short-term effect of contact in improving nursing students' attitudes and emotional competence in serving PHA. Implications for research and training of nursing staff were discussed. Copyright (c) 2010 Elsevier Ltd. All rights reserved.
The impact of a hands-on approach to learning visible spectrometry upon students' performance, motivation, and attitudes.

PubMed

Vrtacnik, Margareta; Gros, Natasa

2013-01-01

In this paper, the effect of introducing visible spectrometry concepts through hands-on laboratory work upon student learning within four vocational programs are discussed. All together, 118 students, average 18.6 years old, participated in the study. The results showed no correlation between students' motivational components (intrinsic, regulated, and controlled), chemistry self-concept and their achievement on an experiential knowledge test and knowledge gained from this hands-on approach. Statistically significant differences were found for academic achievement among students in a biotechnology technical program (School 1), food processing program (School 2), laboratory biomedicine program (School 3), and a biotechnology general program (School 4). Differences in academic achievement are further reflected in students' perception of particular knowledge gained through their hands-on experiences and in their expressed attitude toward different didactical characteristics. All students, regardless of their study program, highly evaluated the relaxed atmosphere that contributed to their self-confidence in completing their laboratory activities.
Effectiveness of a computer-aided neuroanatomy program for entry-level physical therapy students: anatomy and clinical examination of the dorsal column-medial lemniscal system.

PubMed

McKeough, D Michael; Mattern-Baxter, Katrin; Barakatt, Edward

2010-01-01

The purpose of this study was to determine if a computer-aided instruction learning module improves students' knowledge of the neuroanatomy/physiology and clinical examination of the dorsal column-medial lemniscal (DCML) system. Sixty-one physical therapy students enrolled in a clinical neurology course in entry-level PT educational programs at two universities participated in the study. Students from University-1 (U1;) had not had a previous neuroanatomy course, while students from University-2 (U2;) had taken a neuroanatomy course in the previous semester. Before and after working with the learning module, students took a paper-and-pencil test on the neuroanatomy/physiology and clinical examination of the DCML system. Kruskal-Wallis one-way ANOVA and Mann-Whitney tests were used to determine if differences existed between neuroanatomy/physiology examination scores and clinical examination scores before and after taking the learning module, and between student groups based on university attended. For students from U1, neuroanatomy/physiology post-test scores improved significantly over pre-test scores (p < 0.001), while post-test scores of students from U2 did not (p = 0.60). Neuroanatomy/physiology pre-test scores from U2 were significantly better than those from U1 (p < 0.001); there was no significant difference in post-test scores (p = 0.062). Clinical examination pre-test and post-test scores from U2 were significantly better than those from U1 (p < 0.001). Clinical examination post-test scores improved significantly from the pre-test scores for both U1 (p < 0.001) and U2 (p < 0.001).
What You Need To Know about Starting a Student Drug-Testing Program.

ERIC Educational Resources Information Center

Colston, Stephenie; Stephenson, Bob; LoDico, Charles; Vogl, Walt; Price, Deborah; Disselkoen, Robyn; Modzeleski, Bill; Deramond, Helene; Mazza, Jacqueline

2004-01-01

Drugs are a significant barrier to learning, and the use of drugs by even a small number of students can affect the entire atmosphere of a school. Recognizing this, many administrators, parents, and students appreciate having a tool as powerful as student drug testing available as an additional component in their school?s comprehensive drug and…
The Effect of Charter Schools on Charter Students and Public Schools. Occasional Paper.

ERIC Educational Resources Information Center

Bettinger, Eric

This paper is a report on a study of the effect of charter schools on both students attending them and students in neighboring public schools in Michigan. Using school-level data from Michigan's standardized testing program, the study compared changes in tests scores between charter and public school students. The data included annual math and…
Student Achievement Testing Program: Grade 3 Social Studies.

ERIC Educational Resources Information Center

Student Evaluation Branch Bulletin, 1983

1983-01-01

The purpose of this bulletin is to provide information about the Alberta (Canada) Grade 3 Social Studies Achievement Test. The Bulletin includes a general description of the Achievement Testing Program, a description of the Grade 3 Social Studies Achievement Test, an outline of the objectives to be tested, and the test blueprint. Student…
A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

NASA Astrophysics Data System (ADS)

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-05-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses. In this paper we will detail changes made to the program for its second year and the motivation for these changes, as well as implications for future iterations of the program. We gauge the impact of the changes on student performance using pre-/post-test scores, student evaluations, and anecdotal evidence. These data show that the program has a positive impact on student knowledge and this impact was greater in magnitude in the second year of the program. We attribute this improvement primarily to the inclusion of more inquiry-driven activities. All activities, worksheets, and lesson plans used in the program are available online.
Students, Teachers, and Scientists Partner to Explore Mars

NASA Astrophysics Data System (ADS)

Bowman, C. D.; Bebak, M.; Curtis, K.; Daniel, C.; Grigsby, B.; Herman, T.; Haynes, E.; Lineberger, D. H.; Pieruccini, S.; Ransom, S.; Reedy, K.; Spencer, C.; Steege, A.

2003-12-01

The Mars Exploration Rovers began their journey to the red planet in the summer of 2003 and, in early 2004, will begin an unprecedented level of scientific exploration on Mars, attracting the attention of scientists and the public worldwide. In an effort to engage students and teachers in this exciting endeavor, NASA's Mars Public Engagement Office, partnering with the Athena Science Investigation, coordinates a student-scientist research partnership program called the Athena Student Interns Program. The Athena Student Interns Program \$ASIP\$ began in early 1999 as the LAPIS program, a pilot hands-on educational effort associated with the FIDO prototype Mars rover field tests \$Arvidson, 2000\$. In ASIP, small groups of students and teachers selected through a national application process are paired with mentors from the mission's Athena Science Team to carry out an aspect of the mission. To prepare for actual operations during the landed rover mission, the students and teachers participate in one of the Science Team's Operational Readiness Tests \$ORTs\$ at JPL using a prototype rover in a simulated Mars environment \$Crisp, et al., in press. See also http://mars.jpl.nasa.gov/mer/fido/\$. Once the rovers have landed, each ASIP group will spend one week at JPL in mission operations, working as part of their mentor's own team to help manage and interpret data coming from Mars. To reach other teachers and students, each group gives school and community presentations, contributes to publications such as web articles and conference abstracts, and participates in NASA webcasts and webchats. Partnering with other groups and organizations, such as NASA's Solar System Ambassadors and the Housing and Urban Development Neighborhood Networks helps reach an even broader audience. ASIP is evaluated through the use of empowerment evaluation, a technique that actively involves participants in program assessment \$Fetterman and Bowman, 2002\$. With the knowledge they gain through the ASIP program and their participation in the empowerment evaluation, ASIP members will help refine the current program and provide a model for student-scientist research partnerships associated with future space missions to Mars and beyond. Arvidson, R.E., et al. \$2000\$ Students participate in Mars Sample Return Rover field tests. Eos, 81(11). Crisp, J.A., et al. \$in press\$ The Mars Exploration Rover Mission. J. Geophys. Research-Planets. Fetterman, D. and C.D. Bowman. \$2002\$ Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example. J. Experiential Education, 25(2).
Effects of Summer Academic Programs in Middle School on High School Test Scores, Course-Taking, and College Major

ERIC Educational Resources Information Center

Li, Yan; Alfeld, Corinne; Kennedy, Rebecca Prince; Putallaz, Martha

2009-01-01

Through their participation in a seventh-grade talent search in 1996-1997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer…
WWC Quick Review of the Manuscript "Paying for A's: An Early Exploration of Student Reward and Incentive Programs in Charter Schools"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

This review examined a study designed to evaluate whether offering student reward and incentive programs in charter schools affects academic achievement. The study measured effects by comparing changes in average grade-level test scores in schools that had incentive programs to changes in schools that did not have incentive programs. The study…
Retaining minorities in engineering: Assessment of a program prototype

NASA Astrophysics Data System (ADS)

Good, Jennifer Marie (Phillips)

Program assessment is an essential part of healthy program development. Assessment should include multiple considerations, dimensions, and outcomes that match the program's objectives. As a newly formed retention program, the Auburn University Minority Engineering Program, designed to help pre-engineering minority students make the transition into their freshman year of university studies, incorporated evaluation and assessment into all three components of the program (the interactive learning laboratory, critical-thinking workshops, and Sunday-evening tutorials) from the program's inception. If students successfully adapted to the university environment and the demands of the pre-engineering course of study, then retention of minority students in the College of Engineering should improve. Data were gathered on the students involved in the various program components. Students who entered the Minority Engineering Program were pre- and posttested on three standardized subtests (critical thinking, mathematics, and science reasoning) of the Collegiate Assessment of Academic Proficiency. The first-quarter grade-point averages of the students were also gathered to compare their grades to freshman students in previous quarters within the College of Engineering. Qualitative data were also gathered on this same group of students. An analysis of the data revealed that student achievement is affected by involvement in the Minority Engineering Program. Specifically, the first quarter grade point averages of students involved in the program exceeded those of their peers in earlier years of study prior to the program's existence. In addition, mathematics and science reasoning scores on standardized tests increased pre- to postintervention. Comments collected in journals and files also demonstrated use of critical-thinking and problem-solving skills employed by the students. Recommendations for alterations of the program were made based on the outcome of the program evaluation. Further suggestions for research in minority engineering program development and evaluation were also discussed.
Effects of school-based mental health literacy education for secondary school students to be delivered by school teachers: A preliminary study.

PubMed

Ojio, Yasutaka; Yonehara, Hiromi; Taneichi, Setsuko; Yamasaki, Syudo; Ando, Shuntaro; Togo, Fumiharu; Nishida, Atsushi; Sasaki, Tsukasa

2015-09-01

Improving knowledge and beliefs about mental health (or mental health literacy [MHL]) may promote appropriate help-seeking by adolescents who are suffering from mental health problems. We developed a concise, school-staff-led MHL program and examined its effects. The participants comprised 118 grade-9 students (61 boys and 57 girls). The program consisted of two 50-min sessions, and was given by a schoolteacher. The effects of the program were evaluated before, immediately after and 3 months after the program, using a self-report questionnaire. Knowledge of mental health/illnesses and desirable behavior for help-seeking were significantly improved immediately after (post-test, P < 0.001, and P < 0.001, respectively) and 3 months after the program (3-month follow up, P < 0.001 and P < 0.001, respectively), compared with the test before the delivery of the program (pre-test, Wilcoxon signed rank test). Proportions of the correct diagnoses of vignette cases of major depression and schizophrenia were significantly (P < 0.001) elevated from 38.3% and 19.1% (pre-test) to 94.7% and 93.6% (post-test), and 91.5% and 86.2% (3-month follow up). Intentions to seek help and to provide peers with help with mental health problems were also significantly (P < 0.001) elevated at post-test and at 3 months compared with the pre-test. A concise, school-staff-led program may have a significant effect on the improvement of MHL in secondary school students. © 2015 The Authors. Psychiatry and Clinical Neurosciences © 2015 Japanese Society of Psychiatry and Neurology.
Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses

PubMed Central

Verkuilen, Jay; Shnitzer-Meirovich, Shlomit; Altman, Carmit

2018-01-01

Background Inclusion of people with intellectual disability (ID) in higher postsecondary academic education is on the rise. However, there are no scientific criteria for determining the eligibility for full inclusion of students with ID in university courses. This study focuses on two models of academic inclusion for students with ID: (a) separate adapted enrichment model: students with ID study in separate enrichment courses adapted to their level; (b) full inclusion model: students with ID are included in undergraduate courses, receive academic credits and are expected to accumulate the amount of credits for a B.A. Aim (a) To examine whether crystallized and fluid intelligence and cognitive tests can serve as screening tests for determining the appropriate placement of students with ID for the adapted enrichment model versus the full inclusion model. (b) To examine the attitudes towards the program of students with ID in the inclusion model. Method/Procedure The sample included 31 adults with ID: students with ID who were fully included (N = 10) and students with ID who participated in the adapted enrichment model (N = 21). Crystallized and fluid intelligence were examined (WAIS-III, Wechsler, 1997) and Hebrew abstract verbal tests (Glanz, 1989). Semi-structured interviews were conducted in order to examine the attitudes of students in the inclusion model towards the program. Outcomes and results The ANOVAs indicate that the most prominent difference between the groups was in vocabulary, knowledge and working memory. ROC analysis, a fundamental tool for diagnostic test evaluation, was used to determine the students’ eligibility for appropriate placement in the two models. Seven tests distinguished between the groups in terms of sensitivity and specificity. The interviews were analyzed according to three phases. Conclusions/Implications The results indicate that students with ID are able to participate in undergraduate courses and achieve academic goals. The general IQ and idioms test seem to be best determiners for appropriate placement of students with ID to one of the two models. The included students with ID are motivated and self-determined in continuing in the program. PMID:29684024
Designing instruction to support mechanical reasoning: Three alternatives in the simple machines learning environment

NASA Astrophysics Data System (ADS)

McKenna, Ann Frances

2001-07-01

Creating a classroom environment that fosters a productive learning experience and engages students in the learning process is a complex endeavor. A classroom environment is dynamic and requires a unique synergy among students, teacher, classroom artifacts and events to achieve robust understanding and knowledge integration. This dissertation addresses this complex issue by developing, implementing, and investigating the simple machines learning environment (SIMALE) to support students' mechanical reasoning and understanding. SIMALE was designed to support reflection, collaborative learning, and to engage students in generative learning through multiple representations of concepts and successive experimentation and design activities. Two key components of SIMALE are an original web-based software tool and hands-on Lego activities. A research study consisting of three treatment groups was created to investigate the benefits of hands-on and web-based computer activities on students' analytic problem solving ability, drawing/modeling ability, and conceptual understanding. The study was conducted with two populations of students that represent a diverse group with respect to gender, ethnicity, academic achievement and social/economic status. One population of students in this dissertation study participated from the Mathematics, Engineering, and Science Achievement (MESA) program that serves minorities and under-represented groups in science and mathematics. The second group was recruited from the Academic Talent Development Program (ATDP) that is an academically competitive outreach program offered through the University of California at Berkeley. Results from this dissertation show success of the SIMALE along several dimensions. First, students in both populations achieved significant gains in analytic problem solving ability, drawing/modeling ability, and conceptual understanding. Second, significant differences that were found on pre-test measures were eliminated on post-test measures. Specifically, female students scored significantly lower than males on the overall pre-tests but scored as well as males on the same post-test measures. MESA students also scored significantly lower than ATDP students on pre-test measures but both populations scored equally well on the post-tests. This dissertation has therefore shown the SIMALE to support a collaborative, reflective, and generative learning environment. Furthermore, the SIMALE clearly contributes to students' mechanical reasoning and understanding of simple machines concepts for a diverse population of students.
Opportunity Knocked Out: Reducing Cheating by Teachers on Student Tests.

ERIC Educational Resources Information Center

Ligon, Glynn

Careful management of a testing program can greatly limit a teacher's opportunity to cheat while administering standardized tests to students and can increase the likelihood that such cheating will be detected. The Austin Independent School District's systemwide testing staff's plan for controlling cheating has three basic premises: (1) plan and…
Intelligence Testing and Cultural Diversity: Concerns, Cautions, and Considerations

ERIC Educational Resources Information Center

Ford, Donna Y.

2004-01-01

With so many unanswered questions and controversies regarding intelligence, testing in general, and testing diverse students in particular, what can educators in gifted education do to ensure that these students have access to and are represented in gifted education programs and services? In this monograph, the author examines test bias by first…
State-Mandated Student Assessment Programs: An Examination of the Issues. Proceedings of a Teleconference (October 3, 1985) and a Conference of National and State Educators (Stillwater, Oklahoma, October 4, 1985).

ERIC Educational Resources Information Center

Perry, Katye M., Ed.; And Others

These combined proceedings summarize presentations of two conference programs designed to address state-mandated student achievement issues. Dr. Terrel Bell delivered the keynote speech at a teleconference focusing on a broad perspective of competency testing. He discussed testing problems, as well as positive aspects such as comparison, diagnosis…
A specialist peer mentoring program for university students on the autism spectrum: A pilot study

PubMed Central

2017-01-01

Introduction The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. Methods A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Results Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. Conclusions The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support. PMID:28704446

Making Benchmark Testing Work

ERIC Educational Resources Information Center

Herman, Joan L.; Baker, Eva L.

2005-01-01

Many schools are moving to develop benchmark tests to monitor their students' progress toward state standards throughout the academic year. Benchmark tests can provide the ongoing information that schools need to guide instructional programs and to address student learning problems. The authors discuss six criteria that educators can use to…
Test Design Considerations for Students with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Anderson, Daniel; Farley, Dan; Tindal, Gerald

2015-01-01

Students with significant cognitive disabilities present an assessment dilemma that centers on access and validity in large-scale testing programs. Typically, access is improved by eliminating construct-irrelevant barriers, while validity is improved, in part, through test standardization. In this article, one state's alternate assessment data…
RISK OF TUBERCULOUS INFECTION AND OF RADIATION AMONG UNIVERSITY STUDENTS

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

Szent-Gyoergyi, N.

1961-03-01

The student population of the University of Chicago was divided into general and special risk groups to assess the relative necessity of frequent x- ray examinations in the 2 groups. Positive tuberculin tests were detected in 5.9 and 32.5% of the 2 groups, respectively, and the conversion rate (to positive tests) was 0.9% for the general risk and 6.4% for the special risk groups. Thus, both positive tuberculin skin test and conversion rate were significantly higher among foreign-born, nonwhite, and medical students than among native white students. The findings indicate the necessity of more frequent skin testing and roentgenography inmore » the special risk group, thus permitting reduction of the radiation hazard and the cost of the tuberculosis control program in the largest part (80.9%) of university students without endangering the effectiveness of the program. In view of the findings of this study, it may be possible to further reduce the frequency of x-ray microfilming. After the initial skin test and microfilm, the skin test can be repeated in the special risk group yearly, but microfilms used only in positive skin-test cases. (H.H.D.)« less
The Effects of a Web-Based Nursing Process Documentation Program on Stress and Anxiety of Nursing Students in South Korea.

PubMed

Lee, Eunjoo; Noh, Hyun Kyung

2016-01-01

To examine the effects of a web-based nursing process documentation system on the stress and anxiety of nursing students during their clinical practice. A quasi-experimental design was employed. The experimental group (n = 110) used a web-based nursing process documentation program for their case reports as part of assignments for a clinical practicum, whereas the control group (n = 106) used traditional paper-based case reports. Stress and anxiety levels were measured with a numeric rating scale before, 2 weeks after, and 4 weeks after using the web-based nursing process documentation program during a clinical practicum. The data were analyzed using descriptive statistics, t tests, chi-square tests, and repeated-measures analyses of variance. Nursing students who used the web-based nursing process documentation program showed significant lower levels of stress and anxiety than the control group. A web-based nursing process documentation program could be used to reduce the stress and anxiety of nursing students during clinical practicum, which ultimately would benefit nursing students by increasing satisfaction with and effectiveness of clinical practicum. © 2015 NANDA International, Inc.
Report of the Evaluation of the Race/Human Relations Program. Student and Staff Program and Long Range Goals. Baseline Year 1982-83. Evaluation Services Department Report No. 348.

ERIC Educational Resources Information Center

Tomblin, Elizabeth A.; And Others

In response to a 1982 Superior Court order, a centrally developed, sequential program for improving race/human relations in the San Diego City Schools was developed and field tested or implemented during the 1982-83 school year. This systematic evaluation reports on the student program, "Conflict"; the staff program; and baseline data…
Developing the Concept of Perimeter and Area in Students with Learning Disabilities (LD)

ERIC Educational Resources Information Center

Kozulin, Alex; Kazaz, Sigalit

2017-01-01

The present research is aimed at developing an educational program effective for the development of the concepts of perimeter and area in students with LD and testing this program. The study combined action research with quasi-experimental design involving experimental (LD) and comparison (non-LD) groups. The intervention program consisted of 12…
S.P.I.C.E. Workshop Model: An Approach to Alternative Programs for the Disadvantaged Gifted.

ERIC Educational Resources Information Center

Mitchell, Bruce M.; Dodson, Edward

Major problems associated with subcultural variations in school performance that interfere with the development of special programs for disadvantaged, gifted students are discussed. These problems include the difficulty of identifying gifted minority students by usual testing methods, the nature of programs that may be devised to benefit them, and…
The U.S. Constitution: An Evaluation of the 'Federalism' Program. Research Report Number 99.

ERIC Educational Resources Information Center

Agency for Instructional Technology, Bloomington, IN.

This report describes the results of a field test of "Federalism", a program from "The U.S. Constitution", an instructional video program series for secondary school students developed by the Agency for Instructional Technology (AIT) in association with Project '87. The participants of the preview are teachers and students in…
Evaluating "Baby Think It Over" Infant Simulators: A Comparison Group Study

ERIC Educational Resources Information Center

Barnett, Jerrold E.

2006-01-01

To test the efficacy of Baby-Think-It-Over (BTIO) infant simulators, two versions of a sexuality education program were compared. While the program was designed to include BTIO as an important teaching technique, two schools (49 students) opted not to use them. These students completed all elements of the program except the BTIO activities. Their…
Preparing Undergraduate Students for the Major Field Test in Business

ERIC Educational Resources Information Center

Bisalski, Heather Cooper; Helms, Marilyn M.; Whitesell, Melissa

2017-01-01

Many business programs address the learning of undergraduate students with an exit exam. A reference librarian and the business school faculty created an online test preparation study guide (or LibGuide) which included no-cost resources that were readily available yet academically authoritative to aid students in studying for the Educational…
Dental hygiene students' perceptions of distance learning: do they change over time?

PubMed

Sledge, Rhonda; Vuk, Jasna; Long, Susan

2014-02-01

The University of Arkansas for Medical Sciences dental hygiene program established a distant site where the didactic curriculum was broadcast via interactive video from the main campus to the distant site, supplemented with on-line learning via Blackboard. This study compared the perceptions of students towards distance learning as they progressed through the 21 month curriculum. Specifically, the study sought to answer the following questions: Is there a difference in the initial perceptions of students on the main campus and at the distant site toward distance learning? Do students' perceptions change over time with exposure to synchronous distance learning over the course of the curriculum? All 39 subjects were women between the ages of 20 and 35 years. Of the 39 subjects, 37 were Caucasian and 2 were African-American. A 15-question Likert scale survey was administered at 4 different periods during the 21 month program to compare changes in perceptions toward distance learning as students progressed through the program. An independent sample t-test and ANOVA were utilized for statistical analysis. At the beginning of the program, independent samples t-test revealed that students at the main campus (n=34) perceived statistically significantly higher effectiveness of distance learning than students at the distant site (n=5). Repeated measures of ANOVA revealed that perceptions of students at the main campus on effectiveness and advantages of distance learning statistically significantly decreased whereas perceptions of students at distant site statistically significantly increased over time. Distance learning in the dental hygiene program was discussed, and replication of the study with larger samples of students was recommended.
Implementation and effect of life space crisis intervention in special schools with residential treatment for students with emotional and behavioral disorders (EBD).

PubMed

DOosterlinck, Franky; Goethals, Ilse; Broekaert, Eric; Boekaert, Eric; Schuyten, Gilberte; De Maeyer, Jessica

2008-03-01

The increase of violence in present-day society calls for adequate crisis interventions for students with behavioral problems. Life Space Crisis Intervention (LSCI) is a systematic and formatted response to a student's crisis, based on cognitive, behavioral, psychodynamic and developmental theory. The following research article evaluates a LSCI Program with students referred to special schools with residential treatment because of severe behavioral problems. The evaluation was conducted using a quasi experimental pre-test-post-test control group design. Thirty-one match paired students were pre-tested before the interventions started and post-tested after a period of 11 months. Five standardized questionnaires were examined to assess the effectiveness of the LSCI Program. General Linear Model (GLM) with repeated measures was used to analyze all data. For the total group of subjects (n = 62) it was found that students' perception about their athletic competence decrease significantly after 11 months in residential care. A positive effect of LSCI was found on direct aggression and social desirability.
Can Medical School Performance Predict Residency Performance? Resident Selection and Predictors of Successful Performance in Obstetrics and Gynecology

PubMed Central

Stohl, Hindi E.; Hueppchen, Nancy A.; Bienstock, Jessica L.

2010-01-01

Background During the evaluation process, Residency Admissions Committees typically gather data on objective and subjective measures of a medical student's performance through the Electronic Residency Application Service, including medical school grades, standardized test scores, research achievements, nonacademic accomplishments, letters of recommendation, the dean's letter, and personal statements. Using these data to identify which medical students are likely to become successful residents in an academic residency program in obstetrics and gynecology is difficult and to date, not well studied. Objective To determine whether objective information in medical students' applications can help predict resident success. Method We performed a retrospective cohort study of all residents who matched into the Johns Hopkins University residency program in obstetrics and gynecology between 1994 and 2004 and entered the program through the National Resident Matching Program as a postgraduate year-1 resident. Residents were independently evaluated by faculty and ranked in 4 groups according to perceived level of success. Applications from residents in the highest and lowest group were abstracted. Groups were compared using the Fisher exact test and the Student t test. Results Seventy-five residents met inclusion criteria and 29 residents were ranked in the highest and lowest quartiles (15 in highest, 14 in lowest). Univariate analysis identified no variables as consistent predictors of resident success. Conclusion In a program designed to train academic obstetrician-gynecologists, objective data from medical students' applications did not correlate with successful resident performance in our obstetrics-gynecology residency program. We need to continue our search for evaluation criteria that can accurately and reliably select the medical students that are best fit for our specialty. PMID:21976076
Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

PubMed

Coker, Patty

2010-01-01

This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.
'teen Mental Health First Aid': a description of the program and an initial evaluation.

PubMed

Hart, Laura M; Mason, Robert J; Kelly, Claire M; Cvetkovski, Stefan; Jorm, Anthony F

2016-01-01

Many adolescents have poor mental health literacy, stigmatising attitudes towards people with mental illness, and lack skills in providing optimal Mental Health First Aid to peers. These could be improved with training to facilitate better social support and increase appropriate help-seeking among adolescents with emerging mental health problems. teen Mental Health First Aid (teen MHFA), a new initiative of Mental Health First Aid International, is a 3 × 75 min classroom based training program for students aged 15-18 years. An uncontrolled pilot of the teen MHFA course was undertaken to examine the feasibility of providing the program in Australian secondary schools, to test relevant measures of student knowledge, attitudes and behaviours, and to provide initial evidence of program effects. Across four schools, 988 students received the teen MHFA program. 520 students with a mean age of 16 years completed the baseline questionnaire, 345 completed the post-test and 241 completed the three-month follow-up. Statistically significant improvements were found in mental health literacy, confidence in providing Mental Health First Aid to a peer, help-seeking intentions and student mental health, while stigmatising attitudes significantly reduced. teen MHFA appears to be an effective and feasible program for training high school students in Mental Health First Aid techniques. Further research is required with a randomized controlled design to elucidate the causal role of the program in the changes observed.
An optoelectronic detecting based environment perception experiment for primer students using multiple-layer laser scanner

NASA Astrophysics Data System (ADS)

Wang, Shifeng; Wang, Rui; Zhang, Pengfei; Dai, Xiang; Gong, Dawei

2017-08-01

One of the motivations of OptoBot Lab is to train primer students into qualified engineers or researchers. The series training programs have been designed by supervisors and implemented with tutoring for students to test and practice their knowledge from textbooks. An environment perception experiment using a 32 layers laser scanner is described in this paper. The training program design and laboratory operation is introduced. The four parts of the experiments which are preparation, sensor calibration, 3D space reconstruction, and object recognition, are the participating students' main tasks for different teams. This entire program is one of the series training programs that play significant role in establishing solid research skill foundation for opto-electronic students.
Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Report.

ERIC Educational Resources Information Center

Baggett, Connie D.; And Others

This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production,…
Achievement of Elementary School Students and Attendance in Preschool Programs in Johnson County, Tennessee

ERIC Educational Resources Information Center

South, Emogene

2014-01-01

The purpose of this study was to determine if a difference in achievement scores exist between students who attended the Johnson County School System preschool program and those who did not as measured by standardized TCAP achievement test Reading/Language Arts and Math scores of students in the third and fourth grades. The variables of grade…
Effectiveness of a first-aid intervention program applied by undergraduate nursing students to preparatory school children.

PubMed

Wafik, Wagida; Tork, Hanan

2014-03-01

Childhood injuries constitute a major public health problem worldwide. First aid is an effective life-preservation tool at work, school, home, and in public locations. In this study, the effectiveness of a first-aid program delivered by undergraduate nursing students to preparatory school children was examined. This quasi-experimental study was carried out on 100 school children in governmental preparatory schools in Egypt. The researchers designed a program for first-aid training, and this was implemented by trained nursing students. The evaluation involved immediate post-test and follow-up assessment after two months. The results showed generally low levels of satisfactory knowledge and inadequate situational practice among the school students before the intervention. Statistically-significant improvements were shown at the post- and follow-up tests. Multivariate regression analysis identified the intervention and the type of school as the independent predictors of the change in students' knowledge score, while the intervention and the knowledge score were the predictors of the practice score. The study concluded that a first-aid training program delivered by nursing students to preparatory school children is effective in improving their knowledge and practice. © 2013 Wiley Publishing Asia Pty Ltd.
Preparing for the TABE

ERIC Educational Resources Information Center

Florida Department of Education, 2017

2017-01-01

This document is provided by the Florida Department of Education to help prepare Adult and Career and Technical Students to take the Tests of Adult Basic Education (TABE) test. These tests are used to determine students' strengths that will assist them in successfully completing their programs. The TABE has three major areas: Reading, Language,…

Statewide Standardized Testing in Higher Education. Briefing Papers.

ERIC Educational Resources Information Center

Miller, Ross

Most stakeholders in higher education are deeply interested in improving student learning outcomes, but there is disagreement about whether standardized testing programs will contribute to this goal. Plans for standardized testing of college students in public institutions appear to be on the rise. Eight to 10 states currently engage in…
IMAGINE-ing interprofessional education: program evaluation of a novel inner city health educational experience

PubMed Central

Hu, Tina; Cox, Kelly Anne; Nyhof-Young, Joyce

2017-01-01

Background Poverty is a key determinant of health that leads to poor health outcomes. Although most healthcare providers will work with patients experiencing poverty, surveys among healthcare students have reported a curriculum gap in this area. This study aims to introduce and evaluate a novel, student-run interprofessional inner city health educational program that combines both practical and didactic educational components. Methods Students participating in the program answered pre- and post-program surveys. Wilcoxon signed-rank tests and descriptive thematic analysis were used for quantitative and qualitative data, respectively. Results A total of 28 out of 35 participants responded (response rate: 80%). Student knowledge about issues facing underserved populations and resources for underserved populations significantly increased after program participation. Student comfort working with underserved populations also significantly increased after program participation. Valued program elements included workshops, shadowing, and a focus on marginalized populations. Conclusion Interprofessional inner city health educational programs are beneficial for students to learn about poverty intervention and resources, and may represent a strategy to address a gap in the healthcare professional curriculum. PMID:28344718
Canadian Policy Responses to International Comparison Testing

ERIC Educational Resources Information Center

Volante, Louis

2013-01-01

This paper examines policy responses across Canada to international student assessment programs such as the program for international student assessment, trends in international mathematics and science study, and progress in international reading and literacy study. Literature reviewed included refereed and non-refereed journal articles,…
The North Carolina A and T State University Student Space Shuttle Program

NASA Technical Reports Server (NTRS)

Hooker, F. D.; Ahrens, S. T.

1987-01-01

Inspired into being in 1979 by the late astronaut, Dr. Ronald McNair, the primary goal of this student centered program is to perform two experiments, Arthopod Development Study and Crystal Growth Study. Since 1979, 78 different students representing 12 majors have participated in every phase of development of the payload -- from coming up with the original ideas to final fabrication and testing. Students have also been involved in many extra activities such as presenting their results at annual meetings and hosting tours of our lab for local schools. The program has received extensive outside support in the form of funds, technical assistance and donated parts. The payload, made primarily out of aluminum, consists of a central column structure, a battery box, a crystal growth box, an arthropod development box, four control circuit boxes, and a thermograph box. The battery box contains 24, Eveready 6V, Alkaline batteries. The thermograph box contains 3 Ryan TempMentors. Fabrication of the payload is essentially complete and a complete testing program has been initiated.
Effectiveness of an interpersonal relationship program on interpersonal relationships, self-esteem, and depression in nursing students.

PubMed

Yoon, Hee Sang; Kim, Gyung Hee; Kim, Jiyoung

2011-12-01

The purpose of this study was to examine the effectiveness of an interpersonal relationship program on interpersonal relationships, self-esteem, and depression in nursing students. This was a quasi-experiment with a nonequivalent control group pre-posttest design. Sixty-four nursing students participated in the study with 31 in the experimental group and 33 in the control group. They were from 3 different colleges of nursing located in Seoul. The interpersonal relationship program was held 10 times over 10 weeks, taking 90 minutes per session. The interpersonal relationship change scale developed by Schlein and Guemey, Rosenberg's self-esteem scale, and CED-S for depression were the instruments used in the study. The data collection period was from January 4 to March 8, 2011, and the collected data were analyzed with SPSS 14.0 using the Χ(2)-test, t-test, and paired t-test. The results showed a significant difference between the experimental group and the control group in terms of the degree of interpersonal relationships, self-esteem, and depression. The results indicate that interpersonal relationship programs have positive effects for improving interpersonal relationships and self-esteem, and decreasing depression in nursing students.
Manitoba Mathematics Assessment Program, 1981. Final Report.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This document contains conclusions, recommendations, a summary of results, and interpretations of the 1981 Mathematics Assessment Program. The Assessment Program involved the production of achievement tests and teacher questionnaires for the third, sixth, ninth, and twelth-grade students. These were a test related to general mathematics skills,…
Efficacy of a post-secondary environmental science education program on the attitude toward science of a group of Mississippi National Guard Youth ChalleNGe Program students

NASA Astrophysics Data System (ADS)

Smith, William Bradford, Jr.

The National Guard Youth ChalleNGe Program (ChalleNGe) is a 17 month quasi-military training program authorized by Congress in the 1993 Defense Authorization Bill designed to improve life skills, education levels, and employment potential of 16--18 year old youth who drop out of high school. ChalleNGe is currently operational in 27 states/territories with the focus of this study on the Mississippi National Guard Program operated at Camp Shelby, Mississippi. During the five month residential portion of the program students are guided through an eight step process designed to meet the goals of improving life skills, education levels, and employment potential while ultimately leading to completion of high school equivalency credentials followed by a 12 month mentoring phase to encourage and track progress toward goals. The purpose of this study was to investigate the attitude toward science of a group of students enrolled in the ChalleNGe Program at Camp Shelby (ChalleNGe). The GED test is administered approximately two months into the residential phase of the program. While the program boasts an overall GED pass rate of nearly 80%, approximately 30--35% of students successfully complete the initial offering of the GED. As high school graduates, these students are offered college courses through William Carey College in Hattiesburg, Mississippi. Twenty four students elected to take the Introduction to Environmental Science course and formed the experimental group while 24 other students who passed the GED comprised the control group. Each group was administered the Scientific Attitude Inventory II, a 40 statement instrument with Likert Scale responses, as a pretest. Paired samples t-tests indicated no significant difference in attitude toward science between the experimental and control groups on the pretest. Following the two week Introduction to Environmental Science course for the experimental group, both groups were post tested. As predicted, the attitude toward science of the experimental group was significantly higher than that of the control group. Further investigation into correlation between the length of time students were away from the traditional school prior to starting ChalleNGe, the number of science classes previously taken, and reading scores on the Test of Adult Basic Education revealed no significant relationship. Responses provided by students to each of these three factors was significantly different between the experimental and control groups. In summary, attitude toward science can be positively impacted by short term interventions such as the environmental science course described herein. While the positive impact on attitude toward science caused by this course was the desired outcome of this project, appropriate emphasis should be placed on prevention of dropouts and the accompanying social issues.
Project ExPreSS: Social studies and science remediation program for the Georgia High School Graduation Test

NASA Astrophysics Data System (ADS)

Shearouse, Randy

Over half of the states now require students to pass a high stakes exit exam before being allowed to graduate from high school. No Child Left Behind requires that standardized testing be included to determine whether or not a school makes Adequate Yearly Progress (AYP). The purpose of this study is to examine the results of the Georgia High School Graduation Test (GHSGT) of students who participated in the remedial program Project ExPreSS with those students who did not participate. Using a quantitative research design, the question that will be answered is whether Project ExPreSS makes a difference in passing the GHSGT in science and social studies among three groups: all Georgia students, African American students in one Georgia school system, and all students in one Georgia school system. A chi-square test was conducted and a determination was made that there is a statistically significant relationship between project participation and pass-fail status in all but one area. The majority of students in this study were 17--18 years of age and were taking the science or social studies section of the GHSGT for the second time. The findings of this study will be important not only for Georgia and the school system examined, but also for other states and systems that give High Stakes Exit Exams (HSEEs). The results indicate that highly focused remedial programs like Project ExPreSS make a difference for students who may not be successful on their first attempt at passing a HSEE.
North York Fall Norms for Boys and Girls Age 12-14 for: CAHPER Tests; Measures of Aerobic Fitness; Peak Flow; Muscle Strength; Percent Body Fat.

ERIC Educational Resources Information Center

Thompson, Patricia

Tests are described that were given to 1,000 students randomly selected at grade 7-9 levels with an equal representation from both sexes. Participants were selected from two junior high schools in North York for a study comparing students in a regular physical education program to those in a program to develop cardiovascular endurance. The first…
Role of Academic Self-efficacy and Social Support on Nursing Students' Test Anxiety.

PubMed

Warshawski, Sigalit; Bar-Lev, Oshra; Barnoy, Sivia

2018-05-25

Associations between test anxiety, academic self-efficacy (ASE), and social support through social media have not been fully explored. The purposes were to explore associations between test anxiety, ASE, and social support from social media and to examine differences in test anxiety by students' year of studies and cultural background. This study used a cross-sectional, descriptive design. The sample comprised first- and fourth-year nursing students (n = 240) attending a baccalaureate nursing program in Israel. Higher ASE and support through social media were related to lower test anxiety. Fourth-year students and Jewish students had higher ASE than first-year and Arab students, who received more support on social media than Jewish students. Developing learning strategies designed to increase students' ASE and reduce test anxiety is warranted. Social media as an educational tool can be adopted for this purpose.
Motivations and Predictors of Cheating in Pharmacy School

PubMed Central

Nguyen, Kathy; Shah, Bijal M.; Doroudgar, Shadi; Bidwal, Monica K.

2016-01-01

Objective. To assess the prevalence, methods, and motivations for didactic cheating among pharmacy students and to determine predictive factors for cheating in pharmacy colleges and schools. Methods. A 45-item cross-sectional survey was conducted at all four doctor of pharmacy programs in Northern California. For data analysis, t test, Fisher exact test, and logistic regression were used. Results. Overall, 11.8% of students admitted to cheating in pharmacy school. Primary motivations for cheating included fear of failure, procrastination, and stress. In multivariate analysis, the only predictor for cheating in pharmacy school was a history of cheating in undergraduate studies. Conclusion. Cheating occurs in pharmacy schools and is motivated by fear of failure, procrastination, and stress. A history of past cheating predicts pharmacy school cheating. The information presented may help programs better understand their student population and lead to a reassessment of ethical culture, testing procedures, and prevention programs. PMID:27899829
Unintended Consequences or Testing the Integrity of Teachers and Students.

ERIC Educational Resources Information Center

Kimmel, Ernest W.

Large-scale testing programs are generally based on the assumptions that the test-takers experience standard conditions for taking the test and that everyone will do his or her own work without having prior knowledge of specific questions. These assumptions are not necessarily true. The ways students and educators use to get around standardizing…
A survey of university students' vitamin D-related knowledge.

PubMed

Boland, Shaunessey; Irwin, Jennifer D; Johnson, Andrew M

2015-01-01

To survey Canadian university students' vitamin D-related knowledge. Undergraduate university students (n = 1,088) were surveyed as to their vitamin D-related knowledge, including its sources, health benefits, and recommended intake. Overall, students answered 29% of questions correctly on the knowledge test. In addition, the overall test was subdivided into 3 subtests, and students scored 26% on vitamin D source knowledge, 23% on factors affecting vitamin D levels, and 37% on health effects of vitamin D. Only 8% of participants correctly identified the recommended vitamin D intake; 14% correctly identified the amount of time in the sun required to produce adequate vitamin D. These results suggest that Canadian university students have poor knowledge concerning vitamin D. Program planners should consider improving vitamin D knowledge as a component of future health promotion programs for university students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Depressive symptoms among Mexican medical students: high prevalence and the effect of a group psychoeducation intervention.

PubMed

Melo-Carrillo, Agustin; Van Oudenhove, Lukas; Lopez-Avila, Alberto

2012-02-01

Several studies have demonstrated a higher prevalence of depression among medical students as compared to the general population. On the other hand, psychoeducational interventions have proven its efficacy on diminishing depressive symptoms. The aim of this study is to determine the prevalence of depressive symptoms among medical students in La Salle University and the effect that psychoeducation has on it. Students between the first and the eighth semester voluntarily answered the Beck Depression Inventory test in an anonymous way from 2006 to 2007. After determining the prevalence of depressive symptoms the psychoeducational program was established and prevalence of depressive symptoms was measured for two more years (2008-2009). A total of 1958 students answered the test during the four years. In the first two years (2006-2007) the 36.29% of the students scored for positive depressive symptoms. The next two years (2008-2009), after the psychoeducation program, the prevalence of depressive symptoms diminishes in a significant manner, only 25.51% of the students have depressive symptoms (p<.0001). Because the test were answered anonymously, there is no way we can give neither specific attention nor follow-up to the students with depression. Also we can't determine the effect of the mental health group treatment among the medical students. Even though the medical students have risks factors for developing depression, we prove that a psychoeducation program can be an effective alternative therapy for decreasing the prevalence of depressive symptoms among medical students. Copyright © 2011 Elsevier B.V. All rights reserved.
The Read 180 Program: Analysis of Program Effect on the Reading Achievement, Motivation, Engagement, and Self-Efficacy of Sixth Grade Middle School Students

ERIC Educational Resources Information Center

Lawson, Sylvia

2011-01-01

National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated…
From Freshman Student to Upper-Secondary School Teacher in Chemistry: A New Approach with Projects and Group Work.

ERIC Educational Resources Information Center

Josephsen, Jens

1985-01-01

A special five and one-half year program for training upper secondary school chemistry teachers has been developed and tested over the past decade at Roskilde University near Copenhagen. The program (which emphasizes project work) and a student project on epoxy glue are described. Program graduates are generally problem-oriented and…
A Pilot Study of a Self-Voicing Computer Program for Prealgebra Math Problems

ERIC Educational Resources Information Center

Beal, Carole R.; Rosenblum, L. Penny; Smith, Derrick W.

2011-01-01

Fourteen students with visual impairments in Grades 5-12 participated in the field-testing of AnimalWatch-VI-Beta. This computer program delivered 12 prealgebra math problems and hints through a self-voicing audio feature. The students provided feedback about how the computer program can be improved and expanded to make it accessible to all users.…
BARBERING, A STUDY GUIDE AND PROGRESSION RECORD FOR BARBERING STUDENTS IN A COOPERATIVE TRAINING PROGRAM.

ERIC Educational Resources Information Center

Alabama Univ., University.

QUESTION-TYPE JOB OR ASSIGNMENT SHEETS IN THIS GUIDE DIRECT THE STUDENT'S RELATED STUDY IN COOPERATIVE TRAINING PROGRAMS. THE MATERIAL WAS DEVELOPED BY TRADE AND INDUSTRIAL COORDINATORS, SUBJECT MATTER SPECIALISTS, AND TEACHER EDUCATORS. IT WAS TESTED BY USE IN HIGH SCHOOL PROGRAMS. THE 61 JOB SHEETS ARE KEYED TO THREE RELATED REFERENCE BOOKS, BUT…
Designing Proficiency Tests to Accredit Previous Knowledge in American and British Literature in a Bilingual Education Program (Diseño de exámenes de suficiencia para acreditar el conocimiento previo en literatura americana y británica en un programa de educación bilingüe)

ERIC Educational Resources Information Center

León Chica, César Julio; D'Costa Martínez, Catalina; Franco Jácome, Gisela

2010-01-01

This article aims at identifying the kind of American and British literature tests that can be designed to allow students who enter a bilingual education program at a private university in Colombia to have their previous knowledge in these two subjects accredited through a proficiency test. Students' needs, opinions, beliefs, existing commercial…
Listening to Test-Takers: The Use of Supplemental Comments in Assessments.

ERIC Educational Resources Information Center

Donlon, Thomas F.

Supplemental or peripheral responses by test takers are seldom used by examiners, but in this study a program introduced by Thomas Edison State College (New Jersey) to allow the examined student to provide feedback to the testers and graders was studied. Student comment forms were designed to enable the student to identify problems with the test…

Managing a Test Item Bank on a Microcomputer: Can It Help You and Your Students?

ERIC Educational Resources Information Center

Peterson, Julian A.; Meister, Lynn L.

1983-01-01

Describes a test item bank developed by the Association for Medical School Departments of Biochemistry (Texas). Programs (written in Pascal) allow self-evaluation by interactive student access to questions randomly selected from a chosen category. Potential users of the system (having student, manager, and instructor modes) are invited to contact…
Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students' Achievement and Attribution

ERIC Educational Resources Information Center

Cuevas, Joshua A.; Irving, Miles A.; Russell, L. Roxanne

2014-01-01

This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that…
Prenatal Care Training.

ERIC Educational Resources Information Center

Hagen, Michael

Described is the development and evaluation of a prenatal instructional program designed to prevent birth defects. It is explained that the program, composed of five slide tape units on such topics as nutrition and environmental factors, was field tested and found effective with 97 participants (pregnant high school students, nursing students, and…
NCAA Drug-Testing Program 2010-11

ERIC Educational Resources Information Center

National Collegiate Athletic Association (NJ1), 2010

2010-01-01

The National Collegiate Athletic Association (NCAA) Drug-Testing Program was created to protect the health and safety of student-athletes and to ensure that no one participant might have an artificially induced advantage or be pressured to use chemical substances. This publication describes this program in the following chapters: (1) NCAA…
The Regents Competency Testing Program. Information Bulletin.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The Regents Competency Testing Program has been designed to assure that all students develop adequate skills in reading comprehension, writing, and mathematics before graduation from high school in New York. This bulletin provides information on two of the program's three basic elements that contribute to the accomplishment of this goal. First,…
Minimal Competency Exam Program.

ERIC Educational Resources Information Center

Griffith, E. H.

The high school minimal competency examination described in this document is part one of a three-part program that requires that all students satisfactorily complete tests in reading, language arts, and mathematics prior to receiving a high school diploma. The document outlines the test development and assessment program and describes the plan for…
Evaluation Report for the Occupational Exploration Program. Pilot Test 1975.

ERIC Educational Resources Information Center

Lave, Janice; And Others

Pilot testing was conducted on parts of the Occupational Exploration Program (OEP), a classroom program designed to enhance the career awareness and career understandings of seventh and eighth grade students through simulations, games, and small group and individualized activities. The Introduction to Occupational Exploration unit and three…
Using Data-Collection Sensors to Improve Reasoning About Experiment Design and Hypothesis Testing: An Undergraduate Course for Underrepresented Minorities Pursuing Careers Astrophysics Research

NASA Astrophysics Data System (ADS)

Robbins, Dennis M.; Ford, K. E. Saavik

2015-01-01

Strategies to improve the retention of underrepresented students in STEM fields include directly targeted programs and specialized courses. The NSF-supported 'AstroCom NYC' program, a collaboration of the City University of New York, American Museum of Natural History (AMNH), and Columbia University is one example of such a program with the explicit goal of increasing the participation of underrepresented minorities in astronomy and astrophysics through pedagogical mentoring and research experiences for undergraduate students. In addition, 'AstroCom NYC' provides students with a semester-long specialized course emphasizing scientific reasoning and mathematical modeling. The course curriculum uses computers and interfaced digital probeware (sensors) in a laboratory environment that encourages collaborative and active learning.We share course materials on preparing students to reason about control of variable experiment design and hypothesis testing and provide course data on student understanding of scientific reasoning, mathematical modeling and views about science.
The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City

NASA Astrophysics Data System (ADS)

Lin, Show-Yu; Wu, Ming-Ta; Cho, Ya-I.; Chen, Hui-Huang

2015-01-01

Background:Nanotechnology education has become an urgent priority to nurture skilled human resources for the rapidly developing nanotechnology-related industries. The promotion of popular science education focusing on nanotechnology is an ideal approach to bridge the gaps in formal curricula, and to stimulate curiosity about and interest in nanotechnology among schoolchildren. Purpose:The objective of this study was to evaluate the effectiveness of the Nanotechnology-based Popular Science Education Promotion and Teaching (NPSEPT) program through camp activity that was implemented in elementary schools in I-Lan City, Taiwan. Program description:To create a competitive advantage, a human resources development program was implemented as one of the nanotechnology incubation projects in Taiwan and focused on developing an appropriately-skilled professional workforce as well as promoting popular science education. Sample:The volunteer research participants were 323 sixth grade students in four elementary schools in I-Lan City, Taiwan, who were evaluated at the beginning and the end of the nanotechnology-based popular science promotion camp activity. Design and methods:A research tool called the 'NPSEPT test' was designed specifically for this study and was approved by experts who evaluated its content and face validity. The questionnaire was divided into three aspects: 'Nanophenomena in the natural world'; 'Nanomaterials and their scaling effects'; and 'Definition, characteristics, and applications of nanotechnology.' The effectiveness of learning among the students was analyzed using descriptive statistics, a paired sample t-test, analysis of variance (ANOVA) and a post hoc comparison. Results:The results of the three-part 'NPSEPT test' revealed that NPSEPT significantly advanced nanotechnology learning performance and outcomes among students in the four participating elementary schools. Of the 15 questions included in the NPSEPT test, positive change for more than 30% of students was achieved for eight questions related to nanotechnology concepts. Conclusions:Significant effectiveness of the NPSEPT program and nanotechnology learning outcomes of the elementary school students were observed. The NPSEPT program should therefore be considered an appropriate program to promote popular science with a focus on nanotechnology in elementary schools. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20014642','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20014642">Evaluation of school-based reproductive health education program for adolescent girls.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Golbasi, Zehra; Taskin, Lale 2009-01-01 To evaluate the effectiveness of school-based reproductive health education for adolescent girls on the reproductive knowledge level of the girls. This research was carried out as a quasi-experimental study at two vocational girls high schools, one of which was used as the study school and the other as the control school. The study group (97 students) consisted of three classes representing every grade. The control group consisted of students selected likewise (92 students). Reproductive health education was given to students in the study group for 10 weeks; the control group was not subjected to any educational program. The impact of the program was evaluated with reproductive health knowledge test designed for this study. A pretest evaluated baseline knowledge, and a posttest measured the gain in knowledge. Baseline knowledge score of students in study and control group were similar and low (p > 0.05). We found that the reproductive health knowledge level of students in the study group increased significantly after the program of education. Post-test knowledge scores (75.03 +/- 13.82) of the students in the study group were higher than those of the control group (36.65 +/- 14.17). The results showed students' low baseline knowledge and a good ability to learn. A school-based reproductive health education is needed to promote knowledge and prevention in reproductive health among teenagers. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Quasi+AND+Experimental+AND+Research+AND+Title&id=ED570277','ERIC'); return false;" href="https://eric.ed.gov/?q=Quasi+AND+Experimental+AND+Research+AND+Title&id=ED570277">Title I versus Non-Title I Students and Standardized Test Scores in a School District in Georgia</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ross, Charles 2016-01-01 The Title I program was established to support students who were enrolled in schools that had high rates of children from low-income households. The program's goal was to provide supplemental services that would assist in raising the academic success of students in Title I schools so that they achieve comparable outcomes to children in Non-Title I… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=role+AND+direct+AND+tax&pg=2&id=ED228927','ERIC'); return false;" href="https://eric.ed.gov/?q=role+AND+direct+AND+tax&pg=2&id=ED228927">Study of the Cost and Flows of Capital in the Guaranteed Student Loan Program. Final Report.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Touche Ross and Co., Washington, DC. The flow of capital to and through the Guaranteed Student Loan (GSL) Program and the cost of that capital to the federal government and the individual borrower were studied. A review of the research on student loan capital was conducted, and automated cost models were developed to test assumptions and project future costs. Attention was directed… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1071441.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1071441.pdf">Quantity and Quality of Computer Use and Academic Achievement: Evidence from a Large-Scale International Test Program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cheema, Jehanzeb R.; Zhang, Bo 2013-01-01 This study looked at the effect of both quantity and quality of computer use on achievement. The Program for International Student Assessment (PISA) 2003 student survey comprising of 4,356 students (boys, n = 2,129; girls, n = 2,227) was used to predict academic achievement from quantity and quality of computer use while controlling for… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=paradigms+AND+disability&pg=6&id=EJ1148045','ERIC'); return false;" href="https://eric.ed.gov/?q=paradigms+AND+disability&pg=6&id=EJ1148045">Learning Disabilities or Difference: A Critical Look at Issues Associated with the Misidentification and Placement of Hispanic Students in Special Education Programs</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fletcher, Todd V.; Navarrete, Lori A. 2011-01-01 A new generation of Hispanic students are at risk due to inadequacies in our educational system. The inadequacies which include lack of prepared teachers and misuse of testing and assessment procedures impact special education programs, in particular, when one examines practices relative to Latino students in the area of learning disabilities. The… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=correlational+AND+study+AND+quantitative&pg=4&id=ED570563','ERIC'); return false;" href="https://eric.ed.gov/?q=correlational+AND+study+AND+quantitative&pg=4&id=ED570563">Self-Perception of Readiness to Learn and Self-Efficacy among Nursing Students in an Online Baccalaureate (BSN) Program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cadet, Myriam Jean 2016-01-01 This study investigated the relationship between readiness to learn and self-efficacy among newly enrolled BSN students in an online program. A sample of 27 students completed the 45-item Test of Online Learning Success (ToOLS) and 10-item General Self Efficacy (GSE) scales via Survey Monkey. Knowles' (1980) adult learning theory and Bandura's… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=study+AND+computers+AND+laptops&pg=6&id=EJ1130906','ERIC'); return false;" href="https://eric.ed.gov/?q=study+AND+computers+AND+laptops&pg=6&id=EJ1130906">Up and Down: Trends in Students' Perceptions about Learning in a 1:1 Laptop Model -- A Longitudinal Study</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Berger-Tikochinski, Tal; Zion, Michal; Spektor-Levy, Ornit 2016-01-01 This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20070016704','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20070016704">Digital Learning Network Education Events for the Desert Research and Technology Studies</a> <a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a> Paul, Heather L.; Guillory, Erika R. 2007-01-01 NASA s Digital Learning Network (DLN) reaches out to thousands of students each year through video conferencing and webcasting. As part of NASA s Strategic Plan to reach the next generation of space explorers, the DLN develops and delivers educational programs that reinforce principles in the areas of science, technology, engineering and mathematics. The DLN has created a series of live education videoconferences connecting the Desert Research and Technology Studies (RATS) field test to students across the United States. The programs are also extended to students around the world via live webcasting. The primary focus of the events is the Vision for Space Exploration. During the programs, Desert RATS engineers and scientists inform and inspire students about the importance of exploration and share the importance of the field test as it correlates with plans to return to the Moon and explore Mars. This paper describes the events that took place in September 2006. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=health+AND+care+AND+test&id=EJ1079574','ERIC'); return false;" href="https://eric.ed.gov/?q=health+AND+care+AND+test&id=EJ1079574">Comparison of Physical Therapy Anatomy Performance and Anxiety Scores in Timed and Untimed Practical Tests</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Schwartz, Sarah M.; Evans, Cathy; Agur, Anne M.R. 2015-01-01 Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Study+AND+Habit+AND+Modification&pg=7&id=EJ606238','ERIC'); return false;" href="https://eric.ed.gov/?q=Study+AND+Habit+AND+Modification&pg=7&id=EJ606238">Teaching Study Skills and Test-Taking Strategies to Elementary School Students.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Beidel, Deborah C.; Turner, Samuel M.; Taylor-Ferreira, Jill C. 1999-01-01 Presents and evaluates a pilot program to reduce test anxiety and related social-evaluative concerns. The Testbusters program teaches effective study habits, study skills, and test-taking strategies for children in grades 4 through 7. Results indicate that Testbusters decreased general levels of test anxiety and improved overall grade point… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12856967','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12856967">A multimedia patient simulation for teaching and assessing endodontic diagnosis.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Littlefield, John H; Demps, Elaine L; Keiser, Karl; Chatterjee, Lipika; Yuan, Cheng H; Hargreaves, Kenneth M 2003-06-01 Teaching and assessing diagnostic skills are difficult due to relatively small numbers of total clinical experiences and a shortage of clinical faculty. Patient simulations could help teach and assess diagnosis by displaying a well-defined diagnostic task, then providing informative feedback and opportunities for repetition and correction of errors. This report describes the development and initial evaluation of SimEndo I, a multimedia patient simulation program that could be used for teaching or assessing endodontic diagnosis. Students interact with a graphical interface that has four pull-down menus and related submenus. In response to student requests, the program presents patient information. Scoring is based on diagnosis of each case by endodontists. Pilot testing with seventy-four junior dental students identified numerous needed improvements to the user interface program. A multi-school field test of the interface program using three patient cases addressed three research questions: 1) How did the field test students evaluate SimEndo I? Overall mean evaluation was 8.1 on a 0 to 10 scale; 2) How many cases are needed to generate a reproducible diagnostic proficiency score for an individual student using the Rimoldi scoring procedure? Mean diagnostic proficiency scores by case ranged from .27 to .40 on a 0 to 1 scale; five cases would produce a score with a 0.80 reliability coefficient; and 3) Did students accurately diagnose each case? Mean correct diagnosis scores by case ranged from .54 to .78 on a 0 to 1 scale. We conclude that multimedia patient simulations offer a promising alternative for teaching and assessing student diagnostic skills. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active">16</li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25274707','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25274707">Preparing the workforce for healthy aging programs: the Skills for Healthy Aging Resources and Programs (SHARP) model.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Frank, Janet C; Altpeter, Mary; Damron-Rodriguez, JoAnn; Driggers, Joann; Lachenmayr, Susan; Manning, Colleen; Martinez, Dana M; Price, Rachel M; Robinson, Patricia 2014-10-01 Current public health and aging service agency personnel have little training in gerontology, and virtually no training in evidence-based health promotion and disease management programs for older adults. These programs are rapidly becoming the future of our community-based long-term care support system. The purpose of this project was to develop and test a model community college career technical education program, Skills for Healthy Aging Resources and Programs (SHARP), for undergraduate college students, current personnel in aging service and community organizations, and others interested in retraining. A multidisciplinary cross-sector team from disciplines of public health, sociology, gerontology and nursing developed four competency-based courses that focus on healthy aging, behavior change strategies, program management, an internship, and an option for leader training in the Chronic Disease Self-Management Program. To enhance implementation and fidelity, intensive faculty development training was provided to all instructors and community agency partners. Baseline and postprogram evaluation of competencies for faculty and students was conducted. Process evaluation for both groups focused on satisfaction with the curricula and suggestions for program improvement. SHARP has been piloted five times at two community colleges. Trainees (n = 113) were primarily community college students (n = 108) and current aging service personnel (n = 5). Statistically significant improvements in all competencies were found for both faculty and students. Process evaluation outcomes identified the needed logical and component adaptations to enhance the feasibility of program implementation, dissemination, and student satisfaction. The SHARP program provides a well-tested, evidence-based effective model for addressing workforce preparation in support of healthy aging service program expansion and delivery. © 2014 Society for Public Health Education. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28013314','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28013314">Nursing students' perceptions of their educational environment in the bachelor's programs of the Shifa College of Nursing, Pakistan.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Victor, Gideon; Ishtiaq, Muhammad; Parveen, Subia 2017-01-01 The objective of this study was to evaluate nursing students' perceptions of their educational environment in a private college. Perceptions were compared between genders and 2 bachelor's programs. A total of 219 students participated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered Nurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee Ready Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total scores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and gender. The overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the educational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment was felt to be 'not a nice place.' The t-test revealed more positive perceptions among students enrolled in the PRBSN program (P<0.0001) than among those enrolled in the GBSN program and more positive perceptions among female students than among male students (P<0.0001). Commonalities and differences were found in the perceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive environment was present, but the social component requires immediate attention, along with other unsatisfactory components. Establishing a supportive environment conducive to competence-based learning would play an important role in bringing desirable changes to the educational environment. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED486519.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED486519.pdf">Guidelines for Participation and Testing Accommodations for Special Populations in State Assessment Programs</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bergeson, Terry; Heuschel, Mary Alice; Hall, Greg; Willhoft, Joe 2005-01-01 This publication is designed to assist administrators, teachers, parents, and students in making decisions regarding participation and testing accommodations for special populations in statewide testing in Washington. The intent of Washington's Education Reform Act of 1993 is to increase student achievement by developing a public school system… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED537956.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED537956.pdf">Drug Testing. Research Brief</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Walker, Karen 2005-01-01 The Vernonia School District v. Acton Supreme Court decision in 1995, forever changed the landscape of the legality of drug testing in schools. This decision stated that students who were involved in athletic programs could be drug tested as long as the student's privacy was not invaded. According to some in the medical profession, there are two… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=muscle+AND+improvement&pg=4&id=ED256515','ERIC'); return false;" href="https://eric.ed.gov/?q=muscle+AND+improvement&pg=4&id=ED256515">How Fit Are Elementary Children in Grades 2-4?</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lemlech, Johanna K. As part of a Feelin' Good intervention program to improve the physical fitness of children in grades 2 through 4, 603 students were tested for muscle strength and flexibility. Complete pre- and posttest data were obtained from 388 students. Two muscle strength tests and two flexibility tests demonstrated consistent sex differences in performance.… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=personalized+AND+medicine&pg=2&id=EJ201601','ERIC'); return false;" href="https://eric.ed.gov/?q=personalized+AND+medicine&pg=2&id=EJ201601">An Analysis of Testing Time within a Mastery-Based Medical School Course.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wade, David R.; Williams, Reed G. 1979-01-01 Southern Illinois University School of Medicine's personalized teaching system has the following features: students are provided with behavioral objectives prior to instruction; passing levels for tests are set in advance and are independent of class performance; and the program is divided into small units and students are tested frequently. (LBH) </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15314305','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15314305">[Development and effect analysis of web-based instruction program to prevent elementary school students from safety accidents].</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Chung, Eun-Soon; Jeong, Ihn-Sook; Song, Mi-Gyoung 2004-06-01 This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and chi2 test, t-test, and repeated measure ANOVA. First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PhDT.......184P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PhDT.......184P">Inquiry-based laboratory investigations and student performance on standardized tests in biological science</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Patke, Usha Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title25-vol1/pdf/CFR-2011-title25-vol1-sec39-134.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title25-vol1/pdf/CFR-2011-title25-vol1-sec39-134.pdf">25 CFR 39.134 - How does a school identify a Limited English Proficient student?</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a> 2011-04-01 ... student? 39.134 Section 39.134 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39... limited English proficient (LEP) by using a nationally recognized scientifically research-based test. ... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED415945.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED415945.pdf">Changing State Policy in Texas for Remedial/Developmental Education.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cook, Charles M. The Texas Academic Skills Program (TASP), implemented in 1989, requires student assessment in reading, writing, and math prior to regular college course work. Students undergo continuous remediation until they are able to pass the assessment test. Though TASP advocates argue that the program helps maintain academic standards and provides students… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED572015.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED572015.pdf">Japanese University Students' Self-Assessment and Digital Literacy Test Results</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cote, Travis; Milliner, Brett 2016-01-01 Study abroad programs provide an opportunity for students to accelerate language learning and acquire cultural capital. Evaluations of returnees from study abroad programs however, have revealed that this is not always guaranteed. To promote a more positive academic and culturally-inclusive study abroad experience, one recommendation is for… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=advanced+AND+statistic&pg=2&id=EJ841525','ERIC'); return false;" href="https://eric.ed.gov/?q=advanced+AND+statistic&pg=2&id=EJ841525">The Development and Validation of a Teacher Preparation Program: Follow-Up Survey</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Schulte, Laura E. 2008-01-01 Students in my applied advanced statistics course for educational administration doctoral students developed a follow-up survey for teacher preparation programs, using the following scale development processes: adopting a framework; developing items; providing evidence of content validity; conducting a pilot test; and analyzing data. The students… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=close+OR+reduce+AND+research+AND+gap&pg=6&id=EJ795733','ERIC'); return false;" href="https://eric.ed.gov/?q=close+OR+reduce+AND+research+AND+gap&pg=6&id=EJ795733">Can Professional Development Programs Help Close the Achievement Gap?</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brahler, C. Jayne; Bainbridge, William L.; Stevens, Margaret 2004-01-01 This paper explores the question of whether it is possible to design professional development programs for teachers that can significantly improve student test results and reduce the achievement gap for students. The Dayton (Ohio) Foundation and the Montgomery County (Ohio) Educational Service Center, sponsors of The Miami Valley Teacher/… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29476960','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29476960">Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lee, Kwo-Chen; Yu, Chin-Ching; Hsieh, Pei-Ling; Li, Chin-Ching; Chao, Yann-Fen C 2018-05-01 Empathy is an important clinical skill for nursing students, but it is a characteristic difficult to teach and assess. To evaluate the effect of situated teaching on empathy learning among undergraduate nursing students. A cohort study with pre-post-test quasi-experimental design. The 2nd-year students were enrolled from two BSN programs. The teaching program was completed over 4 months on the basis of experiential learning theory which integrated the following four elements: classroom-based role play, self-reflection, situated learning and acting. The Jefferson Scale of Empathy-Health Profession-Student version was administered before and after the program. Objective Structure Clinical Examination (OSCE) was administered at the end of program and a rubrics scale was used to measure empathy. A generalized estimation equation was used to identify the effect of subjective empathy, and an independent t-test was used for the objective assessment between two groups. A total of 103 students were enrolled. The results showed that subjective empathy increased significantly in experimental group. In the Objective Structured Clinical Examination, examiners and standard patients gave significantly higher empathy scores to the situated teaching group than the control group. The present study indicated that situated teaching can improve empathy learning of the nursing students. However different methods of assessment of empathy produce different results. We therefore recommend that multiple measurements from difference perspectives are preferable in the assessment of empathy. Copyright © 2018 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29853439','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29853439">Mobile Phone Intervention to Reduce Youth Suicide in Rural Communities: Field Test.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Pisani, Anthony R; Wyman, Peter A; Gurditta, Kunali; Schmeelk-Cone, Karen; Anderson, Carolyn L; Judd, Emily 2018-05-31 Suicide is a leading cause of death among 10- to 19-year-olds in the United States, with 5% to 8% attempting suicide each year. Suicide risk rises significantly during early adolescence and is higher in rural and underserved communities. School-based universal prevention programs offer a promising way of reducing suicide by providing strategies for emotion regulation and encouraging help-seeking behaviors and youth-adult connectedness. However, such programs frequently run into difficulties in trying to engage a broad range of students. Text messaging is a dominant medium of communication among youths, and studies show both efficacy and uptake in text messaging interventions aimed at adolescents. Text-based interventions may, thus, offer a means for school-based universal prevention programs to engage adolescents who would otherwise be difficult to reach. We field tested Text4Strength, an automated, interactive text messaging intervention that seeks to reach a broad range of early adolescents in rural communities. Text4Strength extends Sources of Strength, a peer-led school suicide prevention program, by encouraging emotion regulation, help-seeking behaviors, and youth-adult connectedness in adolescents. The study tested the appeal and feasibility of Text4Strength and its potential to extend universal school-based suicide prevention. We field tested Text4Strength with 42 ninth-grade students. Over 9 weeks, students received 28 interactive message sequences across 9 categories (Sources of Strength introduction, positive friend, mentors, family support, healthy activities, generosity, spirituality, medical access, and emotion regulation strategies). The message sequences included games, requests for advice, questions about students' own experiences, and peer testimonial videos. We measured baseline mental health characteristics, frequency of replies, completion of sequences and video viewing, appeal to students, and their perception of having benefited from the program. Of the 42 participating students, 38 (91%) responded to at least one sequence and 22 (52%) responded to more than a third of the sequences. The proportion of students who completed multistep sequences they had started ranged from 35% (6/17) to 100% (3/3 to 28/28), with responses dropping off when more than 4 replies were needed. With the exception of spirituality and generosity, each of the content areas generated at least a moderate number of student replies from both boys and girls. Students with higher and lower levels of risk and distress interacted with the sequences at similar rates. Contrary to expectations, few students watched videos. Students viewed the intervention as useful-even those who rarely responded to messages. More than 70% found the texts useful (3 items, n range 29-34) and 90% (36) agreed the program should be repeated. Text4Strength offers a potentially engaging way to extend school-based interventions that promote protective factors for suicide. Text4Strength is ready to be revised, based on findings and student feedback from this field test, and rigorously tested for efficacy. ©Anthony R Pisani, Peter A Wyman, Kunali Gurditta, Karen Schmeelk-Cone, Carolyn L Anderson, Emily Judd. Originally published in JMIR Mental Health (http://mental.jmir.org), 31.05.2018. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18729147','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18729147">Treating university students with social phobia and public speaking fears: Internet delivered self-help with or without live group exposure sessions.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Tillfors, Maria; Carlbring, Per; Furmark, Tomas; Lewenhaupt, Susanne; Spak, Maria; Eriksson, Anna; Westling, Bengt E; Andersson, Gerhard 2008-01-01 This study investigated the efficacy of an Internet-based self-help program with minimal therapist contact via e-mail for Swedish university students with social phobia and public speaking fears. The main objective was to test if the Internet-based self-help program would be more effective if five live group exposure sessions were added. Thirty-eight students meeting the diagnostic and statistical manual of mental disorders, 4th edition criteria for social phobia were randomized into two different treatment groups: Internet delivered cognitive behavior therapy combined with five group exposure sessions (ICBT+ exp) or the Internet program alone (ICBT). Results were analyzed on an intention-to-treat basis. Both treatment groups showed significant improvement from pre- to post-test, and from pre-test to 1-year follow-up, on all measured dimensions (social anxiety, general anxiety, depression levels, and quality of life). For both the groups, the average within-group effect sizes for the primary social anxiety scales, expressed as Cohen's d, were comparable to those seen in traditionally administered cognitive behavioral therapy both at post-test and at 1- year follow-up. The results suggest that the Internet-based self-help program on its own is efficient in the treatment of university students with social phobia. Adding group exposure sessions did not improve the outcome significantly. Copyright 2008 Wiley-Liss, Inc. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28353421','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28353421">LGBT-Competence in Social Work Education: The Relationship of School Contexts to Student Sexual Minority Competence.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> McCarty-Caplan, David 2018-01-01 This study examined the relationship between master of social work programs' (MSW) support of lesbian, gay, bisexual, and transgender people (LGBT-competence) and the sexual minority competence (LGB-competence) of social work students. Data were gathered from a sample of MSW program directors, faculty members, and students (N = 1385) within 34 MSW programs in the United States. A series of hierarchical linear models tested if a MSW program's LGBT-competence was associated with the LGB-competence of its students. Results showed a significant relationship between organizational LGBT-competence and individual LGB-competence within schools of social work, and that programs with greater LGBT-competence also had students who felt more competent to work with sexual minorities. These findings suggest schools of social work can take substantive action at an organizational level to improve the professional LGB-competence of future social workers. Implications for social work education are discussed. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17389420','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17389420">Students' views of cooperative learning and group testing.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hicks, Jay 2007-01-01 Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED295403.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED295403.pdf">Measuring Student Progress in the Classroom: A Guide to Testing and Evaluating Progress of Students with Disabilities, 1985-1986 Edition.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hartman, Rhona C.; Redden, Martha Ross The fact sheet focuses on considerations when testing adaptations are needed, provides some facts about disability, and identifies a variety of adaptations of testing procedures which have been developed and successfully used in schools, vocational training programs, and on college campuses. Testing adaptations are discussed in terms of disability… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3851096','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3851096">Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Lewis, Kendra M.; DuBois, David L.; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J.; Day, Joseph; Ji, Peter; Flay, Brian R. 2013-01-01 BACKGROUND School-based social-emotional and character development (SECD) programs can influence not only SECD, but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. METHODS The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects. RESULTS PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students. CONCLUSIONS A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes. PMID:24138347 </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24138347','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24138347">Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Bavarian, Niloofar; Lewis, Kendra M; Dubois, David L; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J; Day, Joseph; Ji, Peter; Flay, Brian R 2013-11-01 School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects. PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students. A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes. © 2013, American School Health Association. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24630479','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24630479">[Evaluation of a pilot health promotion and stress management program for Pharmacy and Biochemistry students and professionals].</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Iglesias, S L; Granchetti, H; Azzara, S; Carpineta, M; Pappalardo, M; Argibay, J C; Lagomarsino, E 2014-01-01 The beneficial results of a theory-practice pilot stress management program for Pharmacy and Biochemistry professionals and students. Its importance as a complement of traditional academic education, as well as its potential for Pharmaceutical Care is also discussed. A total of 27 students and 26 professionals took part in a program of 10 sessions, aimed at improving stress management. Ten of the students and 10 professionals were randomly assigned to control groups. Salivary cortisol levels and anxiety level tests before and after the program were used to assess efficacy. Both the cortisol and the anxiety levels significantly decreased among students and professionals after the program, whereas it significantly increased in the student control group. Anxiety levels significantly decreased in both students and professionals. This type of pilot program proved effective for students. In the case of health professionals, the sample size needs to be increased in order to achieve an acceptable level of statistical power. Considering the shift of the pharmaceutical profession towards Pharmaceutical Care, the training of competences and attitudes like those described in this work could be of value. Copyright © 2013 SECA. Published by Elsevier Espana. All rights reserved. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27981099','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27981099">Developing emotional intelligence in student nurse leaders: a mixed methodology study.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Szeles, Heather M 2015-01-01 The purpose of this mixed method, exploratory study was to measure the impact of a peer coaching program on the measured emotional intelligence (EI) of a group of student nurse leaders. Participation in the study was offered to nurses in the Student Ambassador program. Students who consented received instruction on EI and its importance in leadership. Participants then took a preintervention EI test (The Mayer-Salovey-Caruso EI Test, version 2 [MSCEIT]) to obtain a baseline EI ability score. Students then participated in a series of peer coaching sessions across a semester. Participants then completed a postintervention MSCEIT test, and also a qualitative survey. The analysis of the paired sample t -test showed that there was not a statistically significant difference in the total group EI scores from pre to posttest, t (8) = 0.036 >0.05; however, 80% of participants reported perceived changes in EI ability due to the intervention and 90% reported that peer coaching was beneficial to their leadership development. This study contributes to the body of EI literature and research on nursing education and leadership development. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5123483','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5123483">Developing emotional intelligence in student nurse leaders: a mixed methodology study</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Szeles, Heather M. 2015-01-01 Objective: The purpose of this mixed method, exploratory study was to measure the impact of a peer coaching program on the measured emotional intelligence (EI) of a group of student nurse leaders. Methods Participation in the study was offered to nurses in the Student Ambassador program. Students who consented received instruction on EI and its importance in leadership. Participants then took a preintervention EI test (The Mayer-Salovey-Caruso EI Test, version 2 [MSCEIT]) to obtain a baseline EI ability score. Students then participated in a series of peer coaching sessions across a semester. Participants then completed a postintervention MSCEIT test, and also a qualitative survey. Results: The analysis of the paired sample t-test showed that there was not a statistically significant difference in the total group EI scores from pre to posttest, t (8) = 0.036 >0.05; however, 80% of participants reported perceived changes in EI ability due to the intervention and 90% reported that peer coaching was beneficial to their leadership development. Conclusions: This study contributes to the body of EI literature and research on nursing education and leadership development. PMID:27981099 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1148025.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1148025.pdf">Standardized Test Results: An Opportunity for English Program Improvement</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jiménez, Maureyra; Rodríguez, Caroll; Rey Paba, Lourdes 2017-01-01 This case study explores the relationship between the results obtained by a group of Industrial Engineering students on a national standardized English test and the impact these results had on language program improvement. The instruments used were interviews, document analysis, observations, surveys, and test results analysis. Findings indicate… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=elaboration+AND+likelihood+AND+model&pg=2&id=EJ720020','ERIC'); return false;" href="https://eric.ed.gov/?q=elaboration+AND+likelihood+AND+model&pg=2&id=EJ720020">The Relation of Source Credibility and Message Frequency to Program Evaluation and Self-Confidence of Students in a Job Shadowing Program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Linnehan, Frank 2004-01-01 Using a pre- and post-test design, this study examined the relation of an adult's credibility and message frequency to the beliefs of female high school students participating in a job-shadowing program. Hypotheses were based on the Elaboration Likelihood Model of attitude formation and change. Findings indicate that credibility of the adult… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Descriptive+AND+comparative&pg=4&id=ED569283','ERIC'); return false;" href="https://eric.ed.gov/?q=Descriptive+AND+comparative&pg=4&id=ED569283">The Effects of an after School Program on At-Risk Tenth Grade Students' Achievement in English/Language Arts and Mathematics</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ryal, Robyn R. 2016-01-01 The purpose of this quantitative comparative descriptive study was to analyze the effect of an after school program on high school at-risk students' English/language arts and mathematics achievement on state standardized tests. This investigation examined the effects of out-of-school time support, specifically a nationwide after school program,… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED022005.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED022005.pdf">The Correlated Curriculum Project: A New Experimental Program for the General Student.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ford Foundation, New York, NY. The basic goal of the program is to initiate a new course of study which will upgrade the education of the general student and give him a sense of direction and commitment. The program was organized in five schools during the 1966 school year, and four additional high schools will be included in 1967. The Educational Testing Service of Princeton… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=pn+AND+union&id=ED235213','ERIC'); return false;" href="https://eric.ed.gov/?q=pn+AND+union&id=ED235213">ECIA Chapter 1 Program: 1982-83 Evaluation Report. Report No. 11:06:82/83:108 wp:5899.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Phoenix Union High School District, AZ. Research Services. This is a report of the testing results of the 1982-83 Chapter 1 program in the Phoenix Union High School District, Arizona. The average Normal Curve Equivalent (NCE) gains in the District's Chapter 1 Programs showed the students gained more knowledge in each subject than similar students across the nation. However, in some subjects the students… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=obesity+AND+mental+AND+health&pg=7&id=EJ929008','ERIC'); return false;" href="https://eric.ed.gov/?q=obesity+AND+mental+AND+health&pg=7&id=EJ929008">Promoting Health-Related Fitness for Elementary Students with Intellectual Disabilities through a Specifically Designed Activity Program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Davis, Kathryn; Zhang, Guili; Hodson, Patricia 2011-01-01 The Motivate, Adapt, and Play Program was specifically designed as an adapted physical activity (PA) program for students with intellectual disabilities (ID) to meet required school PA policies to combat childhood obesity. The policies commonly require a minimum of 30 min of PA per school day. A study was undertaken to test the efficacy of the… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED115249.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED115249.pdf">Developing Printed Supplementary Materials to Accompany Satellite Programming for Junior High School Students. Satellite Technology Demonstration, Technical Report No. 0508.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lonsdale, Helen C.; O'Neill, Donald W. To implement a career education program for junior high school students in the rural, isolated areas of the Rocky Mountain States, Satellite Technology Demonstration (STD) tested the use of a satellite-assisted communications system for the delivery of social services. A magazine was designed to promote acceptance of the television programing and… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kohn&pg=2&id=EJ1147273','ERIC'); return false;" href="https://eric.ed.gov/?q=Kohn&pg=2&id=EJ1147273">An Examination of a State-Level Mathematics Test: What Type of Learning Does the Mathematics Test Actually Measure?</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wilkins, Jesse L. M.; Jones, Brett D. 2009-01-01 Most U.S. states have developed sophisticated assessment programs to evaluate student achievement and hold schools, teachers, and students accountable for learning important content. The No Child Left Behind Act of 2001 (NCLB, 2002) has placed further pressure on educators and administrators to ensure that all students are learning. Yet, some… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED577152.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED577152.pdf">Students' Opinions about Ubiquitous Delivery of Standardized English Exams</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Litzler Jerman, Mary Frances; Garcia Laborda, Jesus 2016-01-01 This paper discusses the results of a study conducted with 218 students in the final year of high school to determine their opinions about the feasibility of using a tablet PC for delivery of a standardized English language test. One such test could be the English paper of the exam given to students upon completion of the Baccalaureate program in… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=inductive+AND+reasoning&pg=6&id=ED575994','ERIC'); return false;" href="https://eric.ed.gov/?q=inductive+AND+reasoning&pg=6&id=ED575994">Examining the Impact of Study and Test Taking Strategies on Student Perceptions' of Their Performance Expectancy: An Action Research Study</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Trexler, Deborah A. 2016-01-01 As military connected students transition, the scope and sequencing of courses and expectations for standardized testing is often inconsistent and unpredictable. Military leaders work diligently with education agencies to develop programs and legislature which levels the playing field for these students in order to provide them the most… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18442872','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18442872">The most successful method in teaching nursing students infection control - E-learning or lecture?</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Reime, Marit Hegg; Harris, Anette; Aksnes, June; Mikkelsen, Jane 2008-10-01 Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. The students received learning goals for the course and were divided into two groups: one group used the e-learning program, and the other group had 3-h-long lectures. After the course they took a multiple-choice test. In addition, three focus groups were established. The students were satisfied with both teaching approaches. The lectures provided a good introduction to the recommended reading. The e-learning program was rated as good on design, academic content, and the integrated tests were motivating for their learning. Specific learning goals were found to be useful. Gender and age, depending on the teaching approach used, were significant in determining the results of the test, the same were the number of sources used in preparing for the test. E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhDT.......273B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhDT.......273B">The impact of teacher preparation on student achievement in rural secondary schools</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Barnes, Shontier Prescott The primary purpose of this study was to examine significant differences, if any, in student achievement in the area of math and science of students taught by traditionally certified teachers and alternatively certified teachers. This study examined alternatively certified teachers, as identified from through the Georgia TAPP (Teacher Alternative Preparation Program), and traditionally certified teachers in rural high schools in the Central Savannah River Area of Georgia. Student achievement was measured by student scores on the Algebra I and Physical Science End-Of-Course Test, a criterion-referenced test aligned with state adopted curriculum standards. The study utilized frequency distributions, correlations, descriptive statistics, and univariate analysis of variance (ANOVA) to examine the data. Univariate tests were done to find individual differences for each dependent variable. The ANOVA was used for the single dependent (student achievement) and formed comparisons and tracked the effect of the independent variable (teacher preparation), each of which (traditional and alternative) may have a number of levels and may interact to affect the dependent variable. The covariates, the independent variables not manipulated, but still affecting the response, are students' ethnicity, gender, and school socioeconomic status were also analyzed to predict student achievement. KEY WORDS. Teacher Preparation, Student Achievement, Math, Science, Traditionally certified teachers, Alternatively certified teachers, Georgia TAPP (Teacher Alternative Preparation Program), End-Of-Course Test (EOCT), Performance standard. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018MS%26E..306a2140P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MS%26E..306a2140P">The Application of Problem-Based Learning in Mechanical Engineering</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Putra, Z. A.; Dewi, M. 2018-02-01 The course of Technology and Material Testing prepare students with the ability to do a variety of material testing in the study of mechanical engineering. Students find it difficult to understand the materials to make them unable to carry out the material testing in accordance with the purpose of study. This happens because they knowledge is not adequately supported by the competence to find and construct learning experience. In this study, quasy experiment research method with pre-post-test with control group design was used. The subjects of the study were students divided in two groups; control and experiment with twenty-two students in each group. Study result: their grades showed no difference in between the pre-test or post-test in control group, but the difference in grade existed between the pre-test and post-test in experiment group. Yet, there is no significant difference in the study result on both groups. The researcher recommend that it is necessary to develop Problem-Based Learning that suits need analysis on D3 Program for Mechanical Engineering Department at the State University of Padang, to ensure the compatibility between Model of Study and problems and need. This study aims to analyze how Problem-Based Learning effects on the course of Technology and Material Testing for the students of D3 Program of Mechanical Engineering of the State University of Padang. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED41F..08L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED41F..08L">Assessing Student Outcomes of Undergraduate Research with URSSA, the Undergraduate Student Self-Assessment Instrument</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Laursen, S. L.; Weston, T. J.; Thiry, H. 2012-12-01 URSSA is the Undergraduate Research Student Self-Assessment, an online survey instrument for programs and departments to use in assessing the student outcomes of undergraduate research (UR). URSSA focuses on what students learn from their UR experience, rather than whether they liked it. The online questionnaire includes both multiple-choice and open-ended items that focus on students' gains from undergraduate research. These gains include skills, knowledge, deeper understanding of the intellectual and practical work of science, growth in confidence, changes in identity, and career preparation. Other items probe students' participation in important research-related activities that lead to these gains (e.g. giving presentations, having responsibility for a project). These activities, and the gains themselves, are based in research and thus constitute a core set of items. Using these items as a group helps to align a particular program assessment with research-demonstrated outcomes. Optional items may be used to probe particular features that are augment the research experience (e.g. field trips, career seminars, housing arrangements). The URSSA items are based on extensive, interview-based research and evaluation work on undergraduate research by our group and others. This grounding in research means that URSSA measures what we know to be important about the UR experience The items were tested with students, revised and re-tested. Data from a large pilot sample of over 500 students enabled statistical testing of the items' validity and reliability. Optional items about UR program elements were developed in consultation with UR program developers and leaders. The resulting instrument is flexible. Users begin with a set of core items, then customize their survey with optional items to probe students' experiences of specific program elements. The online instrument is free and easy to use, with numeric results available as raw data, summary statistics, cross-tabs, and graphs, and as raw, downloadable data. Finally, URSSA has high content validity based on its research grounding and rigorous development. We will present examples of how URSSA has been used in evaluations of UR programs. A multi-year evaluation of a university-based UR program shows that URSSA items are sensitive to differences in students' prior level of experience with research. For example, experienced student researchers reported greater gains than did their peers new to UR in understanding the process of research and in coming to see themselves as scientists. These differences are consistent with interview data that suggest a developmental progression of gains as students pursue research and gain confidence in their ability to contribute meaningfully. A second example comes from a multi-site evaluation of sites funded by the National Science Foundation's Research Experience for Undergraduates (REU) program in Biology. This study acquired data from nearly 800 students at some 60 Bio REU sites in 2010 and 2011. Results reveal differences in gains among demographic groups, and the general strength of these well-planned programs relative to a comparison sample of UR programs that are not part of REU. Our presentation will demonstrate the evaluative use of URSSA and its potential applications to undergraduate research in the geosciences. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS1006a2019S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS1006a2019S">Behaviour of mathematics and physics students in solving problem of Vector-Physics context</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Sardi; Rizal, M.; Mansyur, J. 2018-04-01 This research aimed to describe behaviors of mathematics and physics students in solving problem of the vector concept in physics context. The subjects of the research were students who enrolled in Mathematics Education Study Program and Physics Education Study Program of FKIP Universitas Tadulako. The selected participants were students who received the highest score in vector fundamental concept test in each study program. The data were collected through thinking-aloud activity followed by an interview. The steps of data analysis included data reduction, display, and conclusion drawing. The credibility of the data was tested using a triangulation method. Based on the data analysis, it can be concluded that the two groups of students did not show fundamental differences in problem-solving behavior, especially in the steps of understanding the problem (identifying, collecting and analyzing facts and information), planning (looking for alternative strategies) and conducting the alternative strategy. The two groups were differ only in the evaluation aspect. In contrast to Physics students who evaluated their answer, mathematics students did not conducted an evaluation activity on their work. However, the difference was not caused by the differences in background knowledge. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.nrel.gov/workingwithus/education-students.html','SCIGOVWS'); return false;" href="https://www.nrel.gov/workingwithus/education-students.html">Programs for Students and Teachers | NREL</a> <a target="_blank" rel="noopener noreferrer" href="http://www.science.gov/aboutsearch.html">Science.gov Websites</a> competition that tests the brainpower of middle and high school teams on science and math topics. Model Car 8th grade students. Student teams apply math, science, and creativity to construct solar and battery </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1109340.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1109340.pdf">English-as-a-Second-Language Programs for Matriculated Students in the United States: An Exploratory Survey and Some Issues. Research Report. ETS RR-14-11</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ling, Guangming; Wolf, Mikyung Kim; Cho, Yeonsuk; Wang, Yuan 2014-01-01 Although English-as-a-second-language (ESL) programs for matriculated students have been a presence in U.S. higher education since the 1940s, little has been documented in the literature concerning ESL courses, ESL placement tests, and the procedures in which incoming students are placed into appropriate classes.The present study takes three… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26517075','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26517075">Effectiveness of a Case-Based Computer Program on Students' Ethical Decision Making.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Park, Eun-Jun; Park, Mihyun 2015-11-01 The aim of this study was to test the effectiveness of a case-based computer program, using an integrative ethical decision-making model, on the ethical decision-making competency of nursing students in South Korea. This study used a pre- and posttest comparison design. Students in the intervention group used a computer program for case analysis assignments, whereas students in the standard group used a traditional paper assignment for case analysis. The findings showed that using the case-based computer program as a complementary tool for the ethics courses offered at the university enhanced students' ethical preparedness and satisfaction with the course. On the basis of the findings, it is recommended that nurse educators use a case-based computer program as a complementary self-study tool in ethics courses to supplement student learning without an increase in course hours, particularly in terms of analyzing ethics cases with dilemma scenarios and exercising ethical decision making. Copyright 2015, SLACK Incorporated. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011JSEdT..20..592B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011JSEdT..20..592B">Learning from Failure: A Case Study of Where an Extracurricular Science Program Went Wrong</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Ben Zvi Assaraf, Orit 2011-10-01 This article re-examines the learning environment in an after-school science program for socio-economically disadvantaged children, attempting to discover why the particular group we studied failed to make significant progress between pre and post program testing, while other groups undergoing the same program elsewhere succeeded. Data composed of in class observations, students' class workbooks and perceptive/cognitive interviews was analyzed qualitatively to construct a picture of the learning environment as experienced by both the students and their student teacher, Liora. Our primary finding revealed a striking dissonance between the program's student-centered theory (based on the tenets of social-constructivism) and the classroom reality enforced by Liora, who ran the lessons primarily as a monologue that left very little room for active student participation. This disparity was further complicated by an ambiguity in Liora's position as an authority figure, wherein she wavered between her predilection for a rigid, authoritative teaching environment and a desire to be her students' friend and confidante. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS1013a2011N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS1013a2011N">How to practice creative thinking skills through scaffolding on biotech content?</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Natadiwijaya, I. F.; Rahmat, A.; Redjeki, S.; Anggraeni, S. 2018-05-01 Biotechnology content is a more applicative field of science, so learners should be able to have creative thinking skills in applying concepts to problem solving. In this research, Scaffolding learning has been conducted, which is student form of concept development based on constructivism learning paradigm and students build creative thinking skill through the creation of biotechnology product ideas. The research design was R & D method. The subject of this research is a semester V biology education student at Wiralodra University. The instruments used are biotechnology creative thinking tests and program implementation observations. The data of creative thinking test was analyzed using inferential statistic, while the observation sheet used descriptive analysis. The result of this research is the result of students’ creative thinking skill as well as description of the recommended shape and characteristics of the program, with the following results. The scaffolding learning program has a significant influence on students’ creative thinking skill, and the program that trains creative thinking skill is built through two phases, namely phase 1 in concept building where students build their own knowledge, and phase 2 where students build thinking skills creatively through the creation of biotechnology product ideas. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED338681.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED338681.pdf">Comprehensive Educational Assessment for the States: The Duplex Design.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bock, R. Darrell; Mislevy, Robert State testing programs often attempt to provide annual information for use in student guidance and qualification, school and program evaluation, and broad policy decisions. With the development of a new type of assessment instrument, the "duplex design," the several functions of state testing programs can be served in a single test… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED436990.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED436990.pdf">NCAA[R] Drug-Testing Program, 1999-2000.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Halpin, Ty, Ed. The drug testing program supports NCAA's goal to protect the health and safety of student-athletes competing for their institutions, while reaffirming the organization's commitment to fair and equitable competition. Proposal Nos. 30 and 52-54 provide a program for the NCAA's members to ensure that no one athlete has a chemically-induced advantage… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED555338.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED555338.pdf">Predicting Transition to Postsecondary Programs of GED® Earners in a College Setting</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Medina, Isabel 2014-01-01 This applied dissertation was designed to identify the characteristics of students enrolled in a GED® preparation program who transitioned to postsecondary programs at the same institution after passing the GED® test. The characteristics studied included age; gender; ethnicity; prematriculation scores in reading, language, and math in the Test of… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=dumps&pg=4&id=ED183198','ERIC'); return false;" href="https://eric.ed.gov/?q=dumps&pg=4&id=ED183198">Documentation of CTRS--Computerized Test-Result Reporting System. The Illinois Series on Educational Application of Computers, No. 22e.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Muiznieks, Viktors J.; Cox, John The Computerized Test-Result Reporting System (CTRS), which consists of three programs written in the BASIC language, was developed to analyze obective tests, test items, test results, and to provide the teacher-user with interpreted data about the performance of tests, Lest items, and students. This paper documents the three programs from the… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5328374','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5328374">Development of an interdisciplinary pre-matriculation program designed to promote medical students’ self efficacy</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Kosobuski, Anna Wirta; Whitney, Abigail; Skildum, Andrew; Prunuske, Amy 2017-01-01 ABSTRACT Background and objectives: A four-week interdisciplinary pre-matriculation program for Native American and rural medical students was created and its impact on students’ transition to medical school was assessed. The program extends the goals of many pre-matriculation programs by aiming to increase not only students’ understanding of basic science knowledge, but also to build student self-efficacy through practice with medical school curricular elements while developing their academic support networks. Design: A mixed method evaluation was used to determine whether the goals of the program were achieved (n = 22). Student knowledge gains and retention of the microbiology content were assessed using a microbiology concept inventory. Students participated in focus groups to identify the benefits of participating in the program as well as the key components of the program that benefitted the students. Results: Program participants showed retention of microbiology content and increased confidence about the overall medical school experience after participating in the summer program. Conclusions: By nurturing self-efficacy, participation in a pre-matriculation program supported medical students from Native American and rural backgrounds during their transition to medical school. Abbreviations: CAIMH: Center of American Indian and Minority Health; MCAT: Medical College Admission Test; PBL: Problem based learning; UM MSD: University of Minnesota Medical School Duluth PMID:28178916 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997PhDT.......204H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997PhDT.......204H">Learning to teach science in a professional development school program</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Hildreth, David P. 1997-09-01 The purpose of this study was to determine the effects of learning to teach science in a Professional Development School (PDS) program on university elementary education preservice teachers' (1) attitudes toward science, (2) science process skills achievement, and (3) sense of science teaching efficacy. Data were collected and analyzed using both quantitative and qualitative methods. Quantitative data were collected using the Science Attitude Inventory (North Carolina Math and Science Education Network (1994), the Test of Integrated Process Skills, TIPS, (Dillashaw & Okey, 1980), and the Science Teaching Efficacy Belief Instrument, STEBI, form B (Enochs & Riggs, 1990). A pretest posttest research design was used for the attitude and process skills constructs. These results were analyzed using paired t test procedures. A pre-experimental group comparison group research design was used for the efficacy construct. Results from this comparison were analyzed using unpaired t test procedures. Qualitative data were collected through students' responses to open-ended questionnaires, narrative interviews, journal entries, small messages, and unsolicited conversations. These data were analyzed via pattern analysis. Posttest scores were significantly higher than pretests scores on both the Science Attitude Inventory and the TIPS. This indicated that students had improved attitudes toward science and science teaching and higher process skills achievement after three semesters in the science-focused PDS program. Scores on the STEBI were significantly higher for students in the pre-experimental group when compared to students in the comparison group. This indicates that students in the science-focused PDS program possessed more efficacious beliefs about science teaching than did the comparison group. Quantitative data were supported by analysis of qualitative data. Implications from this study point to the effectiveness of learning to teach science in a science-focused PDS program with respect to attitudes toward science, science process skills achievement, and sense of science teaching efficacy. In addition, qualitative data indicated that the most effective components of the science-focused PDS program rests largely on the fact that students learned to teach in a collaborative cohort team and that students spent extended periods of time in clinical internships and student teaching. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ859516.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ859516.pdf">Cracking the NAPLAN Code: Numeracy and Literacy Demands</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Perso, Thelma 2009-01-01 In May 2008, the first National Assessment Program for Literacy and Numeracy (NAPLAN) test was administered across Australia to determine the standard of literacy and numeracy achievement of Australia's students in Years 3, 5, 7 and 9. Some students did very well on the tests and some did not. This type of test can tell a great deal about… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=maa&id=ED554881','ERIC'); return false;" href="https://eric.ed.gov/?q=maa&id=ED554881">Standardized Testing of Special Education Students: A Comparison of Service Type and Test Scores</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hogan-Young, Christine 2013-01-01 The purpose of this study was to determine if there was a difference in Tennessee Comprehensive Assessment Program Modified Academic Achievement Standards (TCAP MAAS) achievement test scores for special education students who receive their instruction in the resource classroom or in an inclusion classroom. The study involved third, fourth, and… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=tourism&pg=4&id=EJ1102431','ERIC'); return false;" href="https://eric.ed.gov/?q=tourism&pg=4&id=EJ1102431">Environmental Knowledge and Behavioural Outcomes of Tourism Students in Australia: Towards Testing a Range of Mediation and Moderated Mediation Effects</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fatima, Johra Kayeser; Khan, Habib Zaman; Goh, Edmund 2016-01-01 Our study examines the environmental knowledge (EK) and behavioural outcomes of students studying ecotourism in Sydney, Australia. Three competing models were tested to examine the relationships between EK, participation intention (PI) in ecotourism programs, landscape likeability (LL) and social interactions (SI); and the study also tested the… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=power+AND+elite&pg=7&id=ED501940','ERIC'); return false;" href="https://eric.ed.gov/?q=power+AND+elite&pg=7&id=ED501940">Many Children Left Behind? Textbooks and Test Scores in Kenya. NBER Working Paper No. 13300</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Glewwe, Paul; Kremer, Michael; Moulin, Sylvie 2007-01-01 A randomized evaluation suggests that a program which provided official textbooks to randomly selected rural Kenyan primary schools did not increase test scores for the average student. In contrast, the previous literature suggests that textbook provision has a large impact on test scores. Disaggregating the results by students' initial academic… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=SOLO+AND+RESOURCE&pg=4&id=ED325421','ERIC'); return false;" href="https://eric.ed.gov/?q=SOLO+AND+RESOURCE&pg=4&id=ED325421">Social Studies Assessment Program: Grade 10 [and] Manual and Scoring Key.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Manitoba Dept. of Education and Training, Winnipeg. Curriculum Development and Implementation Branch. Designed to assess the success of social studies instruction for students in grade 10 in Manitoba, Canada, this test evaluation instrument contains a manual, a scoring key, and a test. Administered to determine whether students learned important ideas and skills in social studies instruction, the results of the testing will be used to improve… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4293268','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4293268">Effectiveness of a School-based Academic Asthma Health Education and Counseling Program on Fostering Acceptance of Asthma in Older School-age Students with Asthma</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Kintner, Eileen K.; Cook, Gwendolyn; Marti, C. Nathan; Gomes, Melissa; Meeder, Linda; Van Egeren, Laurie A. 2014-01-01 Purpose The purpose was to evaluate the effectiveness of the academic asthma education and counseling SHARP program on fostering psychosocial acceptance of asthma. Design and Methods This was a phase III, two-group, cluster randomized, single-blinded, longitudinal study. Students from grades 4 and 5 (N = 205) with asthma and their caregivers completed surveys at pre-intervention and at 1, 12, and 24 months post-intervention. Analysis involved multilevel modeling. Results All students demonstrated significant improvement in aspects of acceptance; students in SHARP demonstrated significant improvement in openness to sharing and connectedness with teachers over students in the control condition. Practice Implications The SHARP program offers a well-tested, effective program for psychosocial acceptance of asthma, which is welcomed by schools. PMID:25443593 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/2012654','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/2012654">A program to prepare minority students for careers in medicine, science, and other high-level professions.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Slater, M; Iler, E 1991-04-01 The Gateway to Higher Education program is a comprehensive four-year high school program with specially designed enrichments and supports. Its principal goal is to increase the number of minority students who will be prepared to enter training for high-level professional careers, especially in medicine and science. The program was established in September 1986 to demonstrate that minority students who perform at least at grade level can begin a rigorous curriculum in the ninth grade and achieve outstanding results, provided that the necessary support systems are in place. For 1990-91, 750 students are enrolled in Gateway programs at five New York City public high schools, and the first 119 students graduated in June 1990. The graduates have demonstrated significant achievement compared with that of their peers, as measured by standardized tests and the graduates' participation in research mentorships and college acceptances. In order to expand on its initial success, the program has increased its scope of activity to include over 400 students at the junior high school level. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4923590','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4923590">Stepwise Development of a Text Messaging-Based Bullying Prevention Program for Middle School Students (BullyDown)</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Prescott, Tonya L; Espelage, Dorothy L 2016-01-01 Background Bullying is a significant public health issue among middle school-aged youth. Current prevention programs have only a moderate impact. Cell phone text messaging technology (mHealth) can potentially overcome existing challenges, particularly those that are structural (e.g., limited time that teachers can devote to non-educational topics). To date, the description of the development of empirically-based mHealth-delivered bullying prevention programs are lacking in the literature. Objective To describe the development of BullyDown, a text messaging-based bullying prevention program for middle school students, guided by the Social-Emotional Learning model. Methods We implemented five activities over a 12-month period: (1) national focus groups (n=37 youth) to gather acceptability of program components; (2) development of content; (3) a national Content Advisory Team (n=9 youth) to confirm content tone; and (4) an internal team test of software functionality followed by a beta test (n=22 youth) to confirm the enrollment protocol and the feasibility and acceptability of the program. Results Recruitment experiences suggested that Facebook advertising was less efficient than using a recruitment firm to recruit youth nationally, and recruiting within schools for the pilot test was feasible. Feedback from the Content Advisory Team suggests a preference for 2-4 brief text messages per day. Beta test findings suggest that BullyDown is both feasible and acceptable: 100% of youth completed the follow-up survey, 86% of whom liked the program. Conclusions Text messaging appears to be a feasible and acceptable delivery method for bullying prevention programming delivered to middle school students. PMID:27296471 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27296471','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27296471">Stepwise Development a Text Messaging-Based Bullying Prevention Program for Middle School Students (BullyDown).</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ybarra, Michele L; Prescott, Tonya L; Espelage, Dorothy L 2016-06-13 Bullying is a significant public health issue among middle school-aged youth. Current prevention programs have only a moderate impact. Cell phone text messaging technology (mHealth) can potentially overcome existing challenges, particularly those that are structural (e.g., limited time that teachers can devote to non-educational topics). To date, the description of the development of empirically-based mHealth-delivered bullying prevention programs are lacking in the literature. To describe the development of BullyDown, a text messaging-based bullying prevention program for middle school students, guided by the Social-Emotional Learning model. We implemented five activities over a 12-month period: (1) national focus groups (n=37 youth) to gather acceptability of program components; (2) development of content; (3) a national Content Advisory Team (n=9 youth) to confirm content tone; and (4) an internal team test of software functionality followed by a beta test (n=22 youth) to confirm the enrollment protocol and the feasibility and acceptability of the program. Recruitment experiences suggested that Facebook advertising was less efficient than using a recruitment firm to recruit youth nationally, and recruiting within schools for the pilot test was feasible. Feedback from the Content Advisory Team suggests a preference for 2-4 brief text messages per day. Beta test findings suggest that BullyDown is both feasible and acceptable: 100% of youth completed the follow-up survey, 86% of whom liked the program. Text messaging appears to be a feasible and acceptable delivery method for bullying prevention programming delivered to middle school students. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20535678','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20535678">[Effectiveness of a school weight control program].</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Huang, Hsiu-Mei; Wu, Mei-Chan; Chen, Kuei-Hsiang 2010-06-01 School-based health promotion programs have been shown to reduce the incidence of obesity in students and improve student physical fitness. However, few longitudinal evaluations of the effectiveness of such programs have been conducted. The purpose of this study was to assess the effectiveness of an in-school weight control program. Data was collected prior to and after the school's summer vacation period. The study utilized a one-group pretest-posttest design. Overweight and obese children from the fifth grade in an elementary school in Taipei City were selected as purposive samples. The study, which was conducted between March and June 2007, introduced general obesity concepts, taught basic nutrition education, and organized a physical activity program that comprised two 45-min exercise sessions during the week and one 30-min session activity each weekend. The obesity index assessed the body mass index (BMI) and waist-to-height ratio (WHtR), with physical fitness tests conducted before and after student summer vacations to assess achieved weight control results. The nonparametric test and repeat measure were used to assess weight control program effectiveness. After the weight control program, significant declines in BMI and WHtR (p < .001), significant improvements in 800-m run/walk (p < .01) and 1-minute sit-up tests (p < .05) were recorded. However, no significant comparative improvement was achieved on either obesity index or physical fitness test. Weight control programs represent an effective approach to reduce BMI and WHtR and improve physical fitness. An appropriate diet and exercise are important for school-aged children to maintain effective weight control and physical fitness health. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27178056','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27178056">Evaluation of a student participatory, low-intensity program to improve school wellness environment and students' eating and activity behaviors.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hoelscher, Deanna M; Moag-Stahlberg, Alicia; Ellis, Karen; Vandewater, Elizabeth A; Malkani, Raja 2016-05-13 Most schools have not fully implemented wellness policies, and those that have rarely incorporate meaningful student participation. The aim of the Fuel Up to Play 60 (FUTP60) program is to help schools implement wellness policies by engaging students in activities to improve access to healthful, good tasting food and drinks, and increase the number and type of opportunities for students to be physically active. The aim of this paper is to present initial student-level results from an implementation of FUTP60 in 72 schools, grades 6-9. The study used a non-controlled pretest/posttest with serial cross-sectional data. School process data and student-level data were collected in fall 2009 (pre-intervention) and spring 2010 (post-intervention). School wellness practices were captured during a baseline needs assessment survey. Validated self-administered questionnaires assessing dietary and physical activity (PA) behaviors were administered to students in grades 6-9 in the 72 pilot schools. Mixed-effects logistic regression controlling for clustering of schools and demographics was used to calculate odds ratios and confidence intervals to evaluate changes pre- and post- intervention. All 72 schools implemented FUTP60 during the 2009-2010 school year. Action strategies most frequently chosen by the schools included increasing breakfast participation and new activities before and after school. Positive and significant changes in students' behaviors (n = 32,482 at pretest and 29,839 at post-test) were noted for dairy, whole grains, fruit, and vegetable consumption and PA levels pre- and post-intervention (OR 1.05 to 1.27). Students aware of the program at post-test were significantly more likely to report healthier eating and PA behaviors than students unaware of the program (OR 1.1 to 1.34). FUTP60 pilot findings indicate that a low intensity program focused on wellness policy implementation is associated with small positive changes in student behaviors, especially when students were aware of the program. Although these initial results are promising, a more rigorous controlled study is warranted as a next step. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2912733','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2912733">The Visiting Medical Student Clerkship Program at Mayo Clinic</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Mueller, Paul S.; McConahey, Linda L.; Orvidas, Laura J.; Jenkins, Sarah M.; Kasten, Mary J. 2010-01-01 OBJECTIVE: To describe the history, objectives, statistics, and initiatives used to address challenges associated with the Mayo Clinic Visiting Medical Student (VMS) Clerkship Program. MATERIALS AND METHODS: Mayo Clinic administrative records were reviewed for calendar years 1995 through 2008 to determine the effect of interventions to increase the numbers of appropriately qualified international VMSs and underrepresented minority VMSs. For numerical data, descriptive statistics were used; for comparisons, χ2 tests were performed. RESULTS: During the specified period, 4908 VMSs participated in the Mayo VMS Program (yearly mean [SD], 351 [24]). Most students were from US medical schools (3247 [66%]) and were male (3084 [63%]). Overall, 3101 VMSs (63%) applied for and 935 (30%) were appointed to Mayo Clinic residency program positions. Interventions to address the challenge of large numbers of international students who participated in our VMS program but did not apply for Mayo residency positions resulted in significantly fewer international students participating in our VMS program (P<.001), applying for Mayo residency program positions (P<.001), and being appointed to residency positions (P=.001). Interventions to address the challenge of low numbers of underrepresented minority students resulted in significantly more of these students participating in our VMS program (P=.005), applying for Mayo residency positions (P=.008), and being appointed to residency positions (P=.04). CONCLUSION: Our findings suggest that specific interventions can affect the characteristics of students who participate in VMS programs and who apply for and are appointed to residency program positions. PMID:20675510 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20675510','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20675510">The visiting medical student clerkship program at Mayo Clinic.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Mueller, Paul S; McConahey, Linda L; Orvidas, Laura J; Jenkins, Sarah M; Kasten, Mary J 2010-08-01 To describe the history, objectives, statistics, and initiatives used to address challenges associated with the Mayo Clinic Visiting Medical Student (VMS) Clerkship Program. Mayo Clinic administrative records were reviewed for calendar years 1995 through 2008 to determine the effect of interventions to increase the numbers of appropriately qualified international VMSs and underrepresented minority VMSs. For numerical data, descriptive statistics were used; for comparisons, chi(2) tests were performed. During the specified period, 4908 VMSs participated in the Mayo VMS Program (yearly mean [SD], 351 [24]). Most students were from US medical schools (3247 [66%]) and were male (3084 [63%]). Overall, 3101 VMSs (63%) applied for and 935 (30%) were appointed to Mayo Clinic residency program positions. Interventions to address the challenge of large numbers of international students who participated in our VMS program but did not apply for Mayo residency positions resulted in significantly fewer international students participating in our VMS program (P<.001), applying for Mayo residency program positions (P<.001), and being appointed to residency positions (P=.001). Interventions to address the challenge of low numbers of underrepresented minority students resulted in significantly more of these students participating in our VMS program (P=.005), applying for Mayo residency positions (P=.008), and being appointed to residency positions (P=.04). Our findings suggest that specific interventions can affect the characteristics of students who participate in VMS programs and who apply for and are appointed to residency program positions. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4079644','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4079644">A holistic school-based intervention for improving health-related knowledge, body composition, and fitness in elementary school students: an evaluation of the HealthMPowers program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2014-01-01 Background Over the past 30 years, obesity in the United States has increased twofold in children and threefold in adolescents. In Georgia, nearly 17% of children aged 10 – 17 are obese. In response to the high prevalence of child obesity in Georgia and the potential deleterious consequences that this can have, HealthMPowers was founded in 1999 with the goal of preventing childhood obesity by improving health-enhancing behaviors in elementary schools, utilizing a holistic three-year program. This study measures the effectiveness of the HealthMPowers program in improving the school environment, student knowledge, behavior, cardiovascular fitness levels, and Body Mass Index (BMI). Methods The present analysis utilizes data from 40 schools that worked with HealthMPowers over the course of the 2012 – 2013 school year (including schools at each of the three years of the intervention period) and provided information on demographics, student knowledge and behaviors, BMI, performance on the PACER test of aerobic capacity, and school practices and policies (measured via school self-assessment with the HealthMPowers-developed instrument “Continuous Improvement Tracking Tool” or CITT), measured at the beginning and end of each school year. Paired two-sample T tests were used to compare continuous variables (e.g., student knowledge scores, BMI-for-age Z scores), while chi-squared tests were used to assess categorical variables (e.g., trichotomized PACER performance). Results Students across all grades and cohorts demonstrated improvements in knowledge and self-reported behaviors, with particularly significant improvements for third-graders in schools in the second year of the HealthMPowers program (p < 0.0001). Similarly, decreases were observed in BMI-for-Age Z scores for this cohort (and others) across grades and gender, with the most significant decreases for students overweight or obese at baseline (p < 0.0005). Students also showed significant increases in performance on the PACER test across grades and cohorts (p < 0.0001). Lastly, schools tended to improve their practices over time, as measured via the CITT instrument. Conclusions The present report demonstrates the effectiveness of the HealthMPowers program in producing positive change in school policies and practices, student knowledge and behaviors, and student fitness and BMI, supporting the use of holistic interventions to address childhood obesity. PMID:24969618 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=test+AND+automation&pg=7&id=EJ966996','ERIC'); return false;" href="https://eric.ed.gov/?q=test+AND+automation&pg=7&id=EJ966996">A New Internet Tool for Automatic Evaluation in Control Systems and Programming</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Munoz de la Pena, D.; Gomez-Estern, F.; Dormido, S. 2012-01-01 In this paper we present a web-based innovative education tool designed for automating the collection, evaluation and error detection in practical exercises assigned to computer programming and control engineering students. By using a student/instructor code-fusion architecture, the conceptual limits of multiple-choice tests are overcome by far.… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=reptiles&pg=5&id=EJ543504','ERIC'); return false;" href="https://eric.ed.gov/?q=reptiles&pg=5&id=EJ543504">Understanding the Effects of Cognitive Dissonance during Interpretation: Implications for "Hands-On" Programming.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Morgan, Mark 1996-01-01 Describes a field experiment that was designed to test the effects of three different interpretive programs on students' attitudes toward live, nonpoisonous snakes. One of the treatments measured the effectiveness of using "hands-on" interpretive techniques. Direct contact with snakes improved students' attitudes but only slightly. Females'… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-SSC-20070126-S00060.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-SSC-20070126-S00060.html">PRCC Aviation Students</a> <a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a> 2007-01-26 Pratt & Whitney Rocketdyne's Jeff Hansell, right, explains functions of a space shuttle main engine to Pearl River Community College Aviation Maintenance Technology Program students. Christopher Bryon, left, of Bay St. Louis, Ret Tolar of Kiln, Dan Holston of Baxterville and Billy Zugg of Long Beach took a recent tour of the SSME Processing Facility and the E-1 Test Complex at Stennis Space Center in South Mississippi. The students attend class adjacent to the Stennis International Airport tarmac in Kiln, where they get hands-on experience. PRCC's program prepares students to be responsible for the inspection, repair and maintenance of technologically advanced aircraft. A contractor to NASA, Pratt & Whitney Rocketdyne in Canoga Park, Calif., manufactures the space shuttle main engine and its high-pressure turbo pumps. SSC was established in the 1960s to test the huge engines for the Saturn V moon rockets. Now 40 years later, the center tests every main engine for the space shuttle, and is America's largest rocket engine test complex. SSC will soon begin testing the rocket engines that will power spacecraft carrying Americans back to the moon and on to Mars. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=SSC-2007-00060&hterms=Technology+students&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DTechnology%2Bstudents','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=SSC-2007-00060&hterms=Technology+students&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DTechnology%2Bstudents">PRCC Aviation Students</a> <a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a> 2007-01-01 Pratt & Whitney Rocketdyne's Jeff Hansell, right, explains functions of a space shuttle main engine to Pearl River Community College Aviation Maintenance Technology Program students. Christopher Bryon, left, of Bay St. Louis, Ret Tolar of Kiln, Dan Holston of Baxterville and Billy Zugg of Long Beach took a recent tour of the SSME Processing Facility and the E-1 Test Complex at Stennis Space Center in South Mississippi. The students attend class adjacent to the Stennis International Airport tarmac in Kiln, where they get hands-on experience. PRCC's program prepares students to be responsible for the inspection, repair and maintenance of technologically advanced aircraft. A contractor to NASA, Pratt & Whitney Rocketdyne in Canoga Park, Calif., manufactures the space shuttle main engine and its high-pressure turbo pumps. SSC was established in the 1960s to test the huge engines for the Saturn V moon rockets. Now 40 years later, the center tests every main engine for the space shuttle, and is America's largest rocket engine test complex. SSC will soon begin testing the rocket engines that will power spacecraft carrying Americans back to the moon and on to Mars. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=test+AND+technology&pg=5&id=ED543328','ERIC'); return false;" href="https://eric.ed.gov/?q=test+AND+technology&pg=5&id=ED543328">Educational Technology Integration and High-Stakes Testing</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Daniel, Tracy Demetrie 2012-01-01 Determining if the investment in educational technology will improve student achievement is complicated and multifarious. The purpose of this study was to evaluate the influence of teacher technology integration on student achievement as measured by the Mississippi Subject Area Testing Program (SATP) and to explore the relationship between… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-01-27/pdf/2012-1834.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-01-27/pdf/2012-1834.pdf">77 FR 4287 - Notice of Proposed Information Collection Requests</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a> 2012-01-27 ... other will not have experienced the feature (``control''). Average test scores of the two groups will... Promising Features of Teacher Preparation Programs; Phase 1--Recruitment. OMB Control Number: 1850-NEW... baseline student achievement test for an experimental study of the effect on student learning of teachers... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21265649','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21265649">A preliminary assessment of the fifth-year chiropractic students' knowledge of anatomy.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Strkalj, Goran; Schroder, Tania; Pather, Nalini; Solyali, Veli 2011-01-01 Anatomy has been at the foundation of medical students' training. In recent decades, medical programs in many countries have undergone major reform in both pedagogy and content. These reforms generated intense debates, focusing mainly on the way the new programs affected medical graduates' knowledge of anatomy and their clinical capabilities. Anatomy, however, is not only core to medicine, but also to a number of allied and complementary health disciplines. While the evaluation of anatomy teaching and learning in the medical programs has been heavily scrutinized, anatomy education in the complementary and alternative medicine (CAM) professions, including those, such as chiropractic, in which anatomy has traditionally been one of the main preclinical subjects, has been less frequently evaluated. The study aimed to make a preliminary assessment of the final year chiropractic students' knowledge of anatomy using the "carpal bone test." The testing was conducted on the final-year chiropractic students at Macquarie University in 2009. In this test, the students were given 5 minutes to label an illustration of the bony skeleton of the carpal region. The results of this assessment were then compared to results of previously published surveys using the "carpal bone test." A total of 84 students participated in the study. Thirty-eight percent (38%) of students identified all eight bones, while 60% of students identified five or more carpal bones. The most frequent correctly identified bone was the pisiform, followed by the scaphoid bone (82% and 74% of students, respectively). The trapezium and trapezoid bones were least frequently identified: both by 52% of students each. These results were generally better than those of the previously tested final-year medical students. The importance of anatomy in chiropractors' education has been generally acknowledged. This study suggests that the comparatively high number of hours devoted to anatomy in Macquarie University chiropractic curriculum and underpinning of clinical skills to anatomy knowledge in the senior year have increased retention of anatomy knowledge. The study, preliminary in nature, has also recognized the need for more detailed assessment of teaching and learning of the basic medical sciences in chiropractic and other CAM disciplines. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23725932','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23725932">Development and validation of a musculoskeletal physical examination decision-making test for medical students.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Bishop, Julie Y; Awan, Hisham M; Rowley, David M; Nagel, Rollin W 2013-01-01 Despite a renewed emphasis among educators, musculoskeletal education is still lacking in medical school and residency training programs. We created a musculoskeletal multiple-choice physical examination decision-making test to assess competency and physical examination knowledge of our trainees. We developed a 20-question test in musculoskeletal physical examination decision-making test with content that most medical students and orthopedic residents should know. All questions were reviewed by ratings of US orthopedic chairmen. It was administered to postgraduate year 2 to 5 orthopedic residents and 2 groups of medical students: 1 group immediately after their 3-week musculoskeletal course and the other 1 year after the musculoskeletal course completion. We hypothesized that residents would score highest, medical students 1 year post-musculoskeletal training lowest, and students immediately post-musculoskeletal training midrange. We administered an established cognitive knowledge test to compare student knowledge base as we expected the scores to correlate. Academic medical center in the Midwestern United States. Orthopedic residents, chairmen, and medical students. Fifty-four orthopedic chairmen (54 of 110 or 49%) responded to our survey, rating a mean overall question importance of 7.12 (0 = Not Important; 5 = Important; 10 = Very Important). Mean physical examination decision-making scores were 89% for residents, 77% for immediate post-musculoskeletal trained medical students, and 59% 1 year post-musculoskeletal trained medical students (F = 42.07, p<0.001). The physical examination decision-making test was found to be internally consistent (Kuder-Richardson Formula 20 = 0.69). The musculoskeletal cognitive knowledge test was 78% for immediate post-musculoskeletal trained students and 71% for the 1 year post-musculoskeletal trained students. The student physical examination and cognitive knowledge scores were correlated (r = 0.54, p<0.001), but were not significantly different for either class. The physical examination decision-making test was found to be internally consistent in exposing the deficiencies of musculoskeletal education skills of our medical students and differentiated between ability levels in musculoskeletal physical examination decision-making (residents vs recently instructed musculoskeletal students vs 1 year post-musculoskeletal instruction). Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED42A..06A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED42A..06A">Connecting Scientists, College Students, Middle School Students & Elementary Students through Intergenerational Afterschool STEM Programming</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Ali, N. A.; Paglierani, R.; Raftery, C. L.; Romero, V.; Harper, M. R.; Chilcott, C.; Peticolas, L. M.; Hauck, K.; Yan, D.; Ruderman, I.; Frappier, R. 2015-12-01 The Multiverse education group at UC Berkeley's Space Sciences Lab created the NASA-funded "Five Stars Pathway" model in which five "generations" of girls and women engage in science together in an afterschool setting, with each generation representing one stage in the pathway of pursuing a career in science, technology, engineering, or math (STEM). The five stages are: elementary-age students, middle-school-age students, undergraduate-level college students, graduate-level college students and professional scientists. This model was field-tested at two Girls Inc. afterschool locations in the San Francisco Bay Area and distributed to Girls Inc. affiliates and other afterschool program coordinators nationwide. This presentation will explore some of the challenges and success of implementing a multigenerational STEM model as well as distributing the free curriculum for interested scientists and college students to use with afterschool programs. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011PhDT........40C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011PhDT........40C">Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Corsi, Gianluca 2011-12-01 Web-based technology has revolutionized the way education is delivered. Although the advantages of online learning appeal to large numbers of students, some concerns arise. One major concern in online science education is the value that participation in labs has on student performance. The purpose of this study was to assess the relationships between lab completion and student academic success as measured by test grades, scientific self-confidence, scientific skills, and concept mastery. A random sample of 114 volunteer undergraduate students, from an online Environmental Science program at the American Public University System, was tested. The study followed a quantitative, non-experimental research design. Paired sample t-tests were used for statistical comparison between pre-lab and post-lab test grades, two scientific skills quizzes, and two scientific self-confidence surveys administered at the beginning and at the end of the course. The results of the paired sample t-tests revealed statistically significant improvements on all post-lab test scores: Air Pollution lab, t(112) = 6.759, p < .001; Home Chemicals lab t(114) = 8.585, p < .001; Water Use lab, t(116) = 6.657, p < .001; Trees and Carbon lab, t(113) = 9.921, p < .001; Stratospheric Ozone lab, t(112) =12.974, p < .001; Renewable Energy lab, t(115) = 7.369, p < .001. The end of the course Scientific Skills quiz revealed statistically significant improvements, t(112) = 8.221, p < .001. The results of the two surveys showed a statistically significant improvement on student Scientific Self-Confidence because of lab completion, t(114) = 3.015, p < .05. Because age and gender were available, regression models were developed. The results indicated weak multiple correlation coefficients and were not statistically significant at alpha = .05. Evidence suggests that labs play a positive role in a student's academic success. It is recommended that lab experiences be included in all online Environmental Science programs, with emphasis on open-ended inquiries, and adoption of online tools to enhance hands-on experiences, such as virtual reality platforms and digital animations. Future research is encouraged to investigate possible correlations between socio-demographic attributes and academic success of students enrolled in online science programs in reference to lab completion. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1098350.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1098350.pdf">A Proposal for a Preventive Program for Risks Associated with the Use of the Internet and Its Impact upon Students' Awareness of Perverse Issues</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Al Saif, Abdulkarim A. 2010-01-01 The current study attempts to develop a preventive program to fend off the risks of using the internet by trying to test the effectiveness of raising students' awareness on various new technology-related issues. In order to achieve this goal, descriptive, analytical, and experimental approaches have been utilized. The program has been applied to a… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED237597.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED237597.pdf">The 1982-83 Promotional Gates Program: Mid-Year Assessment and Analysis of August, 1982 and January, 1983 Test Results. O.E.E. Evaluation Report.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Opperman, Prudence; And Others The Promotional Gates Program was initiated in the New York City Public Schools in order to set and maintain citywide curriculum and performance standards, identify students unable to meet the minimum standards, and provide remedial instruction. Under this program, the promotional policy sets "gates" at grades 4 and 7; students unable to… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/4086784','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/4086784">A student emergency medicine clerkship that uses new information technologies.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Shesser, R; Smith, M; Kline, P; Turbiak, T; Rosenthal, R; Walls, R; Chen, H 1985-01-01 The effective teaching of clinical emergency medicine to medical students requires efficiency in the management of both student and faculty time. Presented is a course outline that makes use of the following elements to structure and augment clinical time in the emergency department (ED): Videotape to present a 19.7-hour series of faculty-produced lectures covering a "core" emergency medicine curriculum. A microcomputer to facilitate staggered scheduling of clinical time. A microcomputer test generation program that permits a secretary to formulate, administer, and grade a different final exam with each rotation. Computer-assisted recordkeeping for faculty evaluation of a student's clinical performance. Once established, this program can be administered with fewer than five faculty hours per month assisted by a part-time (25% full-time equivalent) clerical coordinator. The total cost for the instructional program is $86.37 per student using the new technologies, and $144.15 per student when presenting the same program using traditional teaching techniques. The use of new technologies in student teaching will therefore result in significant savings. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26560548','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26560548">Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Guo, Yuping; Li, Enzhong 2016-01-01 This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079009.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079009.pdf">Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Csernoch, Mária; Biró, Piroska; Máth, János; Abari, Kálmán 2015-01-01 The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15570713','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15570713">Distance learning on the Internet: web-based archived curriculum.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Burgess, Lawrence P A; Garshnek, Victoria; Birkmire-Peters, Deborah; Seifried, Steven E 2004-10-01 Web-based education through archived educational modules offers a significant opportunity to provide didactic education. By archiving lectures and teaching materials, it reduces the educators' time of preparation, especially when many students will need to take the same curriculum over a long period of time. The site can package educational material in multiple formats including audio, video, and readable text, allowing the student to tailor the educational experience to his/her learning preferences. This can be a stand-alone program, or integrated into a program combining distance and in-person education. Assessment through on-line tests can also be conducted, but these must be considered open-book assessments where collaboration cannot be prevented. As such, this vehicle can be utilized effectively for continuing education programs in health care, where open book is permitted and credits are generally awarded on the honor system. However, tests for certificate courses should only be given with a proctor in attendance. In this instance, on-line tests can be used as pre-tests for the student, while being structured to enhance further learning. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Descriptive+AND+Methodological&pg=6&id=EJ822149','ERIC'); return false;" href="https://eric.ed.gov/?q=Descriptive+AND+Methodological&pg=6&id=EJ822149">Integrating the 6+1 Writing Traits Model with Cross-Age Tutoring: An Investigation of Elementary Students' Writing Development</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Paquette, Kelli R. 2009-01-01 A mixed methodological approach was used to examine the effect of a cross-age tutoring writing program among second- and fourth-grade students in a rural elementary school in Delaware. Pre-test and post-test writing prompts were administered and evaluated using the 6+1 traits writing assessment rubric. Students were assessed qualitatively through… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED382460.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED382460.pdf">Does the Computer-Assisted Remedial Mathematics Program at Kearny High School Lead to Improved Scores on the N.J. Early Warning Test?</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Schalago-Schirm, Cynthia Eighth-grade students in New Jersey take the Early Warning Test (EWT), which involves reading, writing, and mathematics. Students with EWT scores below the state level of competency take a remedial mathematics course that provides students with computer-assisted instruction (2 days per week) as well as regular classroom instruction (3 days per… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5544026','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5544026">“Nurses Eat Their Young”: A Novel Bullying Educational Program for Student Nurses</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Gillespie, Gordon L.; Grubb, Paula L.; Brown, Kathryn; Boesch, Maura C.; Ulrich, Deborah 2017-01-01 Bullying is a known and ongoing problem against nurses. Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students’ entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula. PMID:28781715 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1157967.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1157967.pdf">Personal and Academic Aspects That Contributed to the Development of the English Language Competence of Students from a Language Teacher Education Program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Herrera-Mosquera, Leonardo; Tovar-Perdomo, Alejandra 2017-01-01 Students from the English as a Foreign Language (EFL) Program targeted in the present study are expected to achieve a C1 level of English proficiency according to the Common European Framework (CEF). However, only a five per cent of the students has evidenced this level on the institutional English exam (Ileusco Test, henceforth IT) for the past… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1057927.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1057927.pdf">Preliminary Evaluation of the FRIENDS for Life Program on Students' and Teachers' Emotional States for a School in a Low Socio-Economic Status Area</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Iizuka, Christina A.; Barrett, Paula M.; Gillies, Robyn; Cook, Clayton R.; Marinovic, Welber 2015-01-01 The purpose of this study was to examine the impact of the FRIENDS for Life program on students' and teachers' emotional outcomes in a school serving a high-poverty population. The focus of the intervention was to train/coach teachers with strategies to develop social and emotional skills for students. A single group, pre/post-test design was used… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28678203','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28678203">The Effects of a Campus Forest-Walking Program on Undergraduate and Graduate Students' Physical and Psychological Health.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Bang, Kyung-Sook; Lee, Insook; Kim, Sungjae; Lim, Chun Soo; Joh, Hee-Kyung; Park, Bum-Jin; Song, Min Kyung 2017-07-05 We conducted a campus forest-walking program targeting university and graduate students during their lunchtime and examined the physical and psychological effects of the program. We utilized a quasi-experimental design with a control group and a pretest-posttest design. Forty-seven men (M = 25.5 ± 3.8 years) and 52 women (M = 23.3 ± 4.3 years) volunteered to participate (experimental group n = 51, control group n = 48). The intervention group participated in campus forest-walking program once a week for six weeks; they were also asked to walk once a week additionally on an individual basis. Additionally, participants received one lecture on stress management. Post-tests were conducted both just after the program ended and three months after. A chi-square test, t -test, and repeated measures analysis of variance were used to evaluate the effects of the program. Health promoting behaviors ( F = 7.27, p = 0.001, ES = 0.27) and parasympathetic nerve activity ( F = 3.69, p = 0.027, ES = 0.20) significantly increased and depression ( F = 3.15, p = 0.045, ES = 0.18) significantly decreased in the experimental group after the intervention compared to the control group. In conclusion, using the campus walking program to target students during their lunchtime is an efficient strategy to promote their physical and psychological health. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=causes+AND+iccedent+AND+process+AND+-nitrogen+AND+%2foxygen+AND+replace+AND+filration+AND+THC+AND+Sabi+AND+white+AND+C1311794&pg=4&id=EJ378750','ERIC'); return false;" href="https://eric.ed.gov/?q=causes+AND+iccedent+AND+process+AND+-nitrogen+AND+%2foxygen+AND+replace+AND+filration+AND+THC+AND+Sabi+AND+white+AND+C1311794&pg=4&id=EJ378750">Improving the Achievement of Minority Students.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Murphy, John A. 1988-01-01 In 1984, a Maryland elementary school publicized standardized test scores showing black students trailing white students by 25 points. Alarmed by this gap, a district task force found the root cause--negative attitudes about black students' potential--and launched an effective schools process in 171 schools. Two supporting programs are described.… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1637000','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1637000">Factors That Affect Academic Performance Among Pharmacy Students</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita 2006-01-01 Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17149433','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17149433">Factors that affect academic performance among pharmacy students.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita 2006-10-15 The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110014770','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110014770">Software for Secondary-School Learning About Robotics</a> <a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a> Shelton, Robert O.; Smith, Stephanie L.; Truong, Dat; Hodgson, Terry R. 2005-01-01 The ROVer Ranch is an interactive computer program designed to help secondary-school students learn about space-program robotics and related basic scientific concepts by involving the students in simplified design and programming tasks that exercise skills in mathematics and science. The tasks involve building simulated robots and then observing how they behave. The program furnishes (1) programming tools that a student can use to assemble and program a simulated robot and (2) a virtual three-dimensional mission simulator for testing the robot. First, the ROVer Ranch presents fundamental information about robotics, mission goals, and facts about the mission environment. On the basis of this information, and using the aforementioned tools, the student assembles a robot by selecting parts from such subsystems as propulsion, navigation, and scientific tools, the student builds a simulated robot to accomplish its mission. Once the robot is built, it is programmed and then placed in a three-dimensional simulated environment. Success or failure in the simulation depends on the planning and design of the robot. Data and results of the mission are available in a summary log once the mission is concluded. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED352038.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED352038.pdf">Hypermedia and Research Methodology: An Associative Research Model. Final Report.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> City Univ. of New York, NY. Bernard Baruch Coll. The purpose of the project described in this three-part report was to test the value of hypermedia for library instruction. The project included the development of a hypermedia program built around a marketing topic; implementation and testing of the program with one group of students assigned to use the new program; evaluation of the project by… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11066453','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11066453">Updating the immunology curriculum in clinical laboratory science.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Stevens, C D 2000-01-01 To determine essential content areas of immunology/serology courses at the clinical laboratory technician (CLT) and clinical laboratory scientist (CLS) levels. A questionnaire was designed which listed all major topics in immunology and serology. Participants were asked to place a check beside each topic covered. For an additional list of serological and immunological laboratory testing, participants were asked to indicate if each test was performed in either the didactic or clinical setting, or not performed at all. A national survey of 593 NAACLS approved CLT and CLS programs was conducted by mail under the auspices of ASCLS. Responses were obtained from 158 programs. Respondents from all across the United States included 60 CLT programs, 48 hospital-based CLS programs, 45 university-based CLS programs, and 5 university-based combined CLT and CLS programs. The survey was designed to enumerate major topics included in immunology and serology courses by a majority of participants at two distinct educational levels, CLT and CLS. Laboratory testing routinely performed in student laboratories as well as in the clinical setting was also determined for these two levels of practitioners. Certain key topics were common to most immunology and serology courses. There were some notable differences in the depth of courses at the CLT and CLS levels. Laboratory testing associated with these courses also differed at the two levels. Testing requiring more detailed interpretation, such as antinuclear antibody patterns (ANAs), was mainly performed by CLS students only. There are certain key topics as well as specific laboratory tests that should be included in immunology/serology courses at each of the two different educational levels to best prepare students for the workplace. Educators can use this information as a guide to plan a curriculum for such courses. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28726243','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28726243">The effect of near-peer tutoring on medical students' performance in anatomical and physiological sciences.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Morgan, Katrina M; Northey, Emily E; Khalil, Mohammed K 2017-10-01 Healthcare professional schools across the world are implementing near-peer tutoring (NPT) programs owing to numerous benefits to both tutors and tutees. This study determined whether higher attendance at NPT sessions led to improvements in course grades for high and low performing students. Fourth-year medical students used the USMLE Step 1 question format to tutor first-year medical students during the second half of the Structure and Function (SF) module, i.e., SF2. Attendance was recorded and students were accordingly divided into three groups: high, moderate, and low-no attendance. Students' performances in SF1 and SF2 were compared using Student's t-test. Differences among the three groups were analyzed using ANOVA and Scheffé post hoc test (P< 0.05). Students who earned 70-79% (C) in SF1 were further examined on the basis of their attendance rate and performance in SF2. Those who attended three or more sessions completed a survey evaluating the NPT program. Course grades were significantly higher in SF2 than SF1 for all students, regardless of attendance rate. However, students who received a C grade in SF1 and had high or moderate attendance improved significantly in their SF2 course grade. Most students agreed that the NPT program was valuable and they evaluated the tutors highly. They also agreed that NPT prepared them for course exams and Step 1, but did not reduce anxiety and stress about Step 1. The positive effect of the NPT program resulted in its expansion to include all first-year modules. Clin. Anat. 30:922-928, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Electrical+AND+Power+AND+Engineering&pg=4&id=EJ769280','ERIC'); return false;" href="https://eric.ed.gov/?q=Electrical+AND+Power+AND+Engineering&pg=4&id=EJ769280">Dyna Soars: Low Torque Measurement Dynamometer</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dolph, Darrel A. 2004-01-01 Students in the Electronics Engineering Technology program at Pennsylvania College of Technology designed and built a computerized dynamometer platform for testing dc brushless motors. As the capstone experience for EET-320, Measurement and Tests course, students were divided into teams of four and were given three weeks to complete the project.… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Diagrams+AND+Charts&pg=6&id=ED227673','ERIC'); return false;" href="https://eric.ed.gov/?q=Diagrams+AND+Charts&pg=6&id=ED227673">Planning for Student Assessment: Participant's Handbook. Bilingual Evaluation Technical Assistance, Workshop III.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> California Univ., Los Angeles. Center for the Study of Evaluation. This participant's handbook is designed to be used in conjunction with a workshop for planning bilingual student assessment. The following materials are included: (1) simulation materials, including descriptions of simulated programs, tests, test manuals, and printouts; (2) checklists, diagrams, and charts illustrating important points of the… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1092633.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1092633.pdf">Understanding Algorithms in Different Presentations</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Csernoch, Mária; Biró, Piroska; Abari, Kálmán; Máth, János 2015-01-01 Within the framework of the Testing Algorithmic and Application Skills project we tested first year students of Informatics at the beginning of their tertiary education. We were focusing on the students' level of understanding in different programming environments. In the present paper we provide the results from the University of Debrecen, the… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1078816.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1078816.pdf">Development of Achievement Test: Validity and Reliability Study for Achievement Test on Matter Changing</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kara, Filiz; Celikler, Dilek 2015-01-01 For "Matter Changing" unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27073859','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27073859">Predicting Performance in Higher Education Using Proximal Predictors.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Niessen, A Susan M; Meijer, Rob R; Tendeiro, Jorge N 2016-01-01 We studied the validity of two methods for predicting academic performance and student-program fit that were proximal to important study criteria. Applicants to an undergraduate psychology program participated in a selection procedure containing a trial-studying test based on a work sample approach, and specific skills tests in English and math. Test scores were used to predict academic achievement and progress after the first year, achievement in specific course types, enrollment, and dropout after the first year. All tests showed positive significant correlations with the criteria. The trial-studying test was consistently the best predictor in the admission procedure. We found no significant differences between the predictive validity of the trial-studying test and prior educational performance, and substantial shared explained variance between the two predictors. Only applicants with lower trial-studying scores were significantly less likely to enroll in the program. In conclusion, the trial-studying test yielded predictive validities similar to that of prior educational performance and possibly enabled self-selection. In admissions aimed at student-program fit, or in admissions in which past educational performance is difficult to use, a trial-studying test is a good instrument to predict academic performance. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28448231','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28448231">Can Completing a Mental Health Nursing Course Change Students' Attitudes?</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hastings, Todd; Kroposki, Margaret; Williams, Gail 2017-05-01 Nursing program graduates rarely choose mental health nursing as a career. A quasi-experimental study was conducted to examine attitudes of 310 nursing students towards persons with mental illness. Students completed surveys on the first and last days of their program's psychiatric mental health nursing course. The pre- and post-test survey analysis indicated that students improved their attitude, knowledge and preparedness to care for persons with mental illness. However, students maintained little interest in working as a mental health nurse. Modifications in mental health nursing courses could be made to improve students' interest in choosing a career in mental health nursing. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29653989','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29653989">A pilot educational intervention for headache and concussion: The headache and arts program.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Minen, Mia T; Boubour, Alexandra 2018-05-15 Using a science, technology, engineering, arts, and mathematics (STEAM) curriculum, we developed, piloted, and tested the Headache and Arts Program. This program seeks to increase knowledge and awareness of migraine and concussion among high school students through a visual arts-based curriculum. We developed a 2-week Headache and Arts Program with lesson plans and art assignments for high school visual arts classes and an age-appropriate assessment to assess students' knowledge of migraine and concussion. We assessed students' knowledge through (1) the creation of artwork that depicted the experience of a migraine or concussion, (2) the conception and implementation of methods to transfer knowledge gained through the program, and (3) preassessment and postassessment results. The assessment was distributed to all students prior to the Headache and Arts Program. In a smaller sample, we distributed the assessment 3 months after the program to assess longitudinal effects. Descriptive analyses and p values were calculated using SPSS V.24 and Microsoft Excel. Forty-eight students participated in the research program. Students created artwork that integrated STEAM knowledge learned through the program and applied creative methods to teach others about migraine and concussion. At baseline, students' total scores averaged 67.6% correct. Total scores for the longitudinal preassessment, immediate postassessment, and delayed 3-month postassessment averaged 69.4%, 72.8%, and 80.0% correct, respectively. The use of a visual arts-based curriculum may be effective for migraine and concussion education among high school students. © 2018 American Academy of Neurology. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24879077','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24879077">School-based violence prevention strategy: a pilot evaluation.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Thakore, Rachel V; Apfeld, Jordan C; Johnson, Ronald K; Sathiyakumar, Vasanth; Jahangir, A Alex; Sethi, Manish K 2015-07-01 Violence has recently been reported among a primarily young, minority population in Nashville, Tennessee. School-based programs have been proven as effective methods of reducing violent behavior, beliefs, and actions that lead to violence among adolescents. Investigators implemented a rigorous search for an appropriate school-based violence prevention program for Metropolitan Nashville middle school students utilizing a systematic review and discussion group with victims of violence. 27 programs nation-wide were reviewed and 2 discussion groups with African American males under the age of 25 admitted to a level 1 trauma center for assault-related injuries were conducted. Our findings led to a single, evidence-based conflict resolution program. In conjunction with educators, we evaluated the program's effectiveness in a pilot study in a Nashville middle school with high rates of violence. 122 students completed the conflict resolution program and described their behavior and experiences with violence in a pre-test/post-test self-rate questionnaire. Results showed a significant decrease in violent behavior and an increase in students' competencies to deal with violence (p less than 0.05). This study shows that a reduction in violent behavior and beliefs among middle school students can be achieved through the implementation of a targeted violence intervention program. A larger-scale intervention is needed to develop more conclusive evidence of effectiveness. © 2015 KUMS, All rights reserved. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2680829','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2680829">Pilot evaluation of a walking school bus program in a low-income, urban community</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Mendoza, Jason A; Levinger, David D; Johnston, Brian D 2009-01-01 Background To evaluate the impact of a walking school bus (WSB) program on student transport in a low-income, urban neighborhood. Methods The design was a controlled, quasi-experimental trial with consecutive cross-sectional assessments. The setting was three urban, socioeconomically disadvantaged, public elementary schools (1 intervention vs. 2 controls) in Seattle, Washington, USA. Participants were ethnically diverse students in kindergarten-5th grade (aged 5–11 years). The intervention was a WSB program consisting of a part-time WSB coordinator and parent volunteers. Students' method of transportation to school was assessed by a classroom survey at baseline and one-year follow-up. The Pearson Chi-squared test compared students transported to school at the intervention versus control schools at each time point. Due to multiple testing, we calculated adjusted p-values using the Ryan-Holm stepdown Bonferroni procedure. McNemar's test was used to examine the change from baseline to 12-month follow-up for walking versus all other forms of school transport at the intervention or control schools. Results At baseline, the proportions of students (n = 653) walking to the intervention (20% +/- 2%) or control schools (15% +/- 2%) did not differ (p = 0.39). At 12-month follow up, higher proportions of students (n = 643, p = 0.001)) walked to the intervention (25% +/- 2%) versus the control schools (7% +/- 1%). No significant changes were noted in the proportion of students riding in a car or taking the school bus at baseline or 12-month follow up (all p > 0.05). Comparing baseline to 12-month follow up, the numbers of students who walked to the intervention school increased while the numbers of students who used the other forms of transport did not change (p < 0.0001). In contrast, the numbers of students who walked to the control schools decreased while the numbers of students who used the other forms of transport did not change (p < 0.0001). Conclusion A WSB program is a promising intervention among urban, low-income elementary school students that may promote favorable changes toward active transport to school. Trial Registration ClinicalTrials.gov NCT00402701 PMID:19413910 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26314868','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26314868">The SOS Suicide Prevention Program: Further Evidence of Efficacy and Effectiveness.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Schilling, Elizabeth A; Aseltine, Robert H; James, Amy 2016-02-01 This study replicated and extended previous evaluations of the Signs of Suicide (SOS) prevention program in a high school population using a more rigorous pre-test post-test randomized control design than used in previous SOS evaluations in high schools (Aseltine and DeMartino 2004; Aseltine et al. 2007). SOS was presented to an ethnically diverse group of ninth grade students in technical high schools in Connecticut. After controlling for the pre-test reports of suicide behaviors, exposure to the SOS program was associated with significantly fewer self-reported suicide attempts in the 3 months following the program. Ninth grade students in the intervention group were approximately 64% less likely to report a suicide attempt in the past 3 months compared with students in the control group. Similarly, exposure to the SOS program resulted in greater knowledge of depression and suicide and more favorable attitudes toward (1) intervening with friends who may be exhibiting signs of suicidal intent and (2) getting help for themselves if they were depressed or suicidal. In addition, high-risk SOS participants, defined as those with a lifetime history of suicide attempt, were significantly less likely to report planning a suicide in the 3 months following the program compared to lower-risk participants. Differential attrition is the most serious limitation of the study; participants in the intervention group who reported a suicide attempt in the previous 3 months at baseline were more likely to be missing at post-test than their counterparts in the control group. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26976433','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26976433">An Evaluation of Two Dating Violence Prevention Programs on a College Campus.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Peterson, Kerry; Sharps, Phyllis; Banyard, Victoria; Powers, Ráchael A; Kaukinen, Catherine; Gross, Deborah; Decker, Michele R; Baatz, Carrie; Campbell, Jacquelyn 2016-03-13 Dating violence is a serious and prevalent public health problem that is associated with numerous negative physical and psychological health outcomes, and yet there has been limited evaluation of prevention programs on college campuses. A recent innovation in campus prevention focuses on mobilizing bystanders to take action. To date, bystander programs have mainly been compared with no treatment control groups raising questions about what value is added to dating violence prevention by focusing on bystanders. This study compared a single 90-min bystander education program for dating violence prevention with a traditional awareness education program, as well as with a no education control group. Using a quasi-experimental pre-test/post-test design with follow-up at 2 months, a sample of predominately freshmen college students was randomized to either the bystander (n = 369) or traditional awareness (n = 376) dating violence education program. A non-randomized control group of freshmen students who did not receive any education were also surveyed (n = 224). Students completed measures of attitudes, including rape myth acceptance, bystander efficacy, and intent to help as well as behavioral measures related to bystander action and victimization. Results showed that the bystander education program was more effective at changing attitudes, beliefs, efficacy, intentions, and self-reported behaviors compared with the traditional awareness education program. Both programs were significantly more effective than no education. The findings of this study have important implications for future dating violence prevention educational programming, emphasizing the value of bystander education programs for primary dating violence prevention among college students. © The Author(s) 2016. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25068179','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25068179">"Know Your Status": results from a novel, student-run HIV testing initiative on college campuses.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Milligan, Caitlin; Cuneo, C Nicholas; Rutstein, Sarah E; Hicks, Charles 2014-08-01 Know Your Status (KYS), a novel, student-run program offered free HIV-testing at a private university (PU) and community college (CC). Following completion of surveys of risk behaviors/reasons for seeking testing, students were provided with rapid, oral HIV-testing. We investigated testing history, risk behaviors, and HIV prevalence among students tested during the first three years of KYS. In total, 1408 tests were conducted, 5 were positive: 4/408 CC, 1/1000 PU (1% vs. 0.1%, p=0.01). Three positives were new diagnoses, all black men-who-have-sex-with-men (MSM). Over 50% of students were tested for the first time and 59% reported risk behaviors. CC students were less likely to have used condoms at last sex (a surrogate for risk behavior) compared to PU (OR 0.73, CI [0.54, 0.98]). Race, sexual identity, and sex were not associated with condom use. These results demonstrate that KYS successfully recruited large numbers of previously untested, at-risk students, highlighting the feasibility and importance of testing college populations. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Pretest&pg=5&id=ED580462','ERIC'); return false;" href="https://eric.ed.gov/?q=Pretest&pg=5&id=ED580462">The Relationship of Relaxation Technique, Test Anxiety, Academic Stress, and Nursing Students Intention to Stay in a Baccalaureate Degree Nursing Program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Manansingh, Sherry 2017-01-01 The purpose of this study was to examine the effect of relaxation techniques among first semester Baccalaureate Degree nursing students' test anxiety and academic stress. Additionally, this study examined if there was a relationship among demographic characteristics of the respondents and test anxiety and academic stress. The pretest and posttest… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED569174.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED569174.pdf">ACT/SAT Test Preparation and Coaching Programs. What Works Clearinghouse Intervention Report</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> What Works Clearinghouse, 2016 2016-01-01 Most colleges and universities in the United States require students to take the SAT or ACT as part of the college application process. These tests are high stakes in at least three ways. First, most universities factor scores on these tests into admissions decisions. Second, higher scores can increase a student's chances of being admitted to… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Will+ross&pg=5&id=EJ951310','ERIC'); return false;" href="https://eric.ed.gov/?q=Will+ross&pg=5&id=EJ951310">Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Qi, Sen; Mitchell, Ross E. 2012-01-01 The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Albert+AND+bandura&pg=3&id=ED524884','ERIC'); return false;" href="https://eric.ed.gov/?q=Albert+AND+bandura&pg=3&id=ED524884">Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mayfield, Linda Riggs 2010-01-01 This study examined the effects of being taught the Mayfield's Four Questions multiple-choice test-taking strategy on the perceived self-efficacy and multiple-choice test scores of nursing students in a two-year associate degree program. Experimental and control groups were chosen by stratified random sampling. Subjects completed the 10-statement… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22807434','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22807434">Teaching the fluctuation test in silico by using mutate: a program to distinguish between the adaptive and spontaneous mutation hypotheses.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Carvajal-Rodríguez, Antonio 2012-07-01 Mutate is a program developed for teaching purposes to impart a virtual laboratory class for undergraduate students of Genetics in Biology. The program emulates the so-called fluctuation test whose aim is to distinguish between spontaneous and adaptive mutation hypotheses in bacteria. The plan is to train students in certain key multidisciplinary aspects of current genetics such as sequence databases, DNA mutations, and hypothesis testing, while introducing the fluctuation test. This seminal experiment was originally performed studying Escherichia coli resistance to the infection by bacteriophage T1. The fluctuation test initiated the modern bacterial genetics that 25 years later ushered in the era of the recombinant DNA. Nowadays we know that some deletions in fhuA, the gene responsible for E. coli membrane receptor of T1, could cause the E. coli resistance to this phage. For the sake of simplicity, we will introduce the assumption that a single mutation generates the resistance to T1. During the practical, the students use the program to download some fhuA gene sequences, manually introduce some stop codon mutations, and design a fluctuation test to obtain data for distinguishing between preadaptative (spontaneous) and induced (adaptive) mutation hypotheses. The program can be launched from a browser or, if preferred, its executable file can be downloaded from http://webs.uvigo.es/acraaj/MutateWeb/Mutate.html. It requires the Java 5.0 (or higher) Runtime Environment (freely available at http://www.java.com). Copyright © 2012 Wiley Periodicals, Inc. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23806818','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23806818">Can a brief two-hour interdisciplinary communication skills training be successful in undergraduate medical education?</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Bachmann, Cadja; Barzel, Anne; Roschlaub, Silke; Ehrhardt, Maren; Scherer, Martin 2013-11-01 To pilot-test feasibility, acceptance and learning-outcomes of a brief interdisciplinary communication skills training program in undergraduate medical education. A two-hour interdisciplinary communication skills program with simulated patients was developed and pilot-tested with clinical students at Hamburg University. Five psychosocial specialties facilitated the training. Composite effects were measured qualitatively and quantitatively. Eighty students volunteered to participate in the pilot-program (intervention-group). Their evaluations of the program were very positive (1.1 on a six-point scale). Benefits were seen in feedback, increase of self-confidence, cross-disciplinary clinical and communication experience. Students who did not volunteer (n=206) served as the control-group. The intervention-group performed significantly better (p=0.023) in a primary care communication examination and female students performed better than males. Clinical teachers evaluated the pilot-training very positively with regard to learning-outcomes and feasibility. The positive results from the pilot-training led to implementation into the regular curriculum. A two-hour interdisciplinary communication skills training program is beneficial for medical students with regard to communication competencies, self-confidence and learning-outcomes. The training is feasible within given time-frames and limited staff resources. The high teaching load for small-group-training are split between five specialties. The concept might be an interesting option for other faculties. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=statistical+AND+process+AND+control&pg=6&id=EJ1100014','ERIC'); return false;" href="https://eric.ed.gov/?q=statistical+AND+process+AND+control&pg=6&id=EJ1100014">Do International Studies Students Have a Broader Global Awareness than Other College Students?</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> De Soto, William; Tajalli, Hassan; Villarreal, Alison 2016-01-01 Purpose: Common knowledge seem to suggest that international studies (IS) programs are at the forefront of helping their students better understand the world beyond United States borders. The purpose of this study is to test the proposition that IS students have a greater global awareness than other college students. Method: Hanvey's (1976) five… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010ASPC..436..203D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010ASPC..436..203D">An Inquiry-Based Microbiology Short Course in the SUMS Program at Hartnell College</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Dorighi, K. M.; Petrella, L.; McCann, S.; Metevier, A. J. 2010-12-01 In this paper, we describe our design and implementation of inquiry-based biology units for the Summer Undergraduate Math and Science (SUMS) program at Hartnell College. The SUMS bridge program is designed to encourage local minority students with unrealized potential to enter and excel in Math and Science college curricula. The inquiry activities we designed prompted students to investigate where bacteria live in the students' environment and how effective different cleaning products are at killing these bacteria. These investigations required students to create their own testable questions and design and carry out experiments to test them. By the end of the program the students demonstrated a command of the scientific method and reported feeling like real scientists. While this unit was taught in four consecutive days, it could easily be translated to a more traditional weekly college lab schedule. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-KSC-2014-3540.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-KSC-2014-3540.html">KSC-2014-3540</a> <a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a> 2014-08-15 CAPE CANAVERAL, Fla. – Florida middle school students and their teachers greet students from other locations via webex before the start of the Zero Robotics finals competition. The Florida teams are at the Space Station Processing Facility at NASA's Kennedy Space Center in Florida. Students designed software to control Synchronized Position Hold Engage and Reorient Experimental Satellites, or SPHERES, and competed with other teams locally. The Zero Robotics is a robotics programming competition where the robots are SPHERES. The competition starts online, where teams program the SPHERES to solve an annual challenge. After several phases of virtual competition in a simulation environment that mimics the real SPHERES, finalists are selected to compete in a live championship aboard the space station. Students compete to win a technically challenging game by programming their strategies into the SPHERES satellites. The programs are autonomous and the students cannot control the satellites during the test. Photo credit: NASA/Daniel Casper </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=5+AND+amendment&pg=3&id=ED556954','ERIC'); return false;" href="https://eric.ed.gov/?q=5+AND+amendment&pg=3&id=ED556954">An Evaluation of Project iRead: A Program Created to Improve Sight Word Recognition</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Marshall, Theresa Meade 2014-01-01 This program evaluation was undertaken to examine the relationship between participation in Project iRead and student gains in word recognition, fluency, and comprehension as measured by the Phonological Awareness Literacy Screening (PALS) Test. Linear regressions compared the 2012-13 PALS results from 5,140 first and second grade students at… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED403292.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED403292.pdf">Planetary Patterns. Grade 8 Science, Language Usage. Maryland School Performance Assessment Program (MSPAP): Resource Library. Public Release Task.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maryland State Dept. of Education. Baltimore. Div. of Planning, Results and Information Management. One component of the Maryland School Performance Assessment Program (MSPAP) is the state's performance-based assessments, criterion-referenced tests that require students to apply what they know and can do to solve problems and display other higher-order thinking skills. This document helps parents, teachers, students, and other citizens… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED137120.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED137120.pdf">An Evaluation of Elementary School Mathematics Programs Utilizing the Mini-Calculator.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Campbell, Patricia; Virgin, A. E. The purpose of this study was to compare the achievement, attitudes, and teaching/learning experiences in mathematics programs of two groups of elementary-school students in grades 5 and 6. Approximately 150 students in each of two elementary schools were given as a pretest a standardized mathematics achievement test and a questionnaire regarding… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=flight+AND+control+AND+learning&pg=3&id=EJ506541','ERIC'); return false;" href="https://eric.ed.gov/?q=flight+AND+control+AND+learning&pg=3&id=EJ506541">Flight Training for a Pilot Program.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gunter, Mary 1995-01-01 A computer-based curriculum program called Computers Helping Instruction and Learning Development (Project CHILD) has been tested in 82 classrooms in 10 elementary schools in Okaloosa County, Florida. As part of a sixth-grade follow-up study, students in Project CHILD had a B average in math and language arts versus a C average for students in a… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1052047.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1052047.pdf">Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lloret, Miguel; Aguila, Estela; Lloret, Alejandro 2009-01-01 The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mathematical+AND+statistics&pg=2&id=EJ1055088','ERIC'); return false;" href="https://eric.ed.gov/?q=mathematical+AND+statistics&pg=2&id=EJ1055088">Basic Mathematics Test Predicts Statistics Achievement and Overall First Year Academic Success</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fonteyne, Lot; De Fruyt, Filip; Dewulf, Nele; Duyck, Wouter; Erauw, Kris; Goeminne, Katy; Lammertyn, Jan; Marchant, Thierry; Moerkerke, Beatrijs; Oosterlinck, Tom; Rosseel, Yves 2015-01-01 In the psychology and educational science programs at Ghent University, only 36.1% of the new incoming students in 2011 and 2012 passed all exams. Despite availability of information, many students underestimate the scientific character of social science programs. Statistics courses are a major obstacle in this matter. Not all enrolling students… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED122536.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED122536.pdf">The Development of Programmed Instruction in Orientation and Mobility for Multiply Handicapped Blind Children.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wood, Thomas A. Described are the development and field testing of programed instruction in orientation and mobility for 41 multiply handicapped blind students. Based on initial assessment on the Peabody Mobility Scale, it is explained that the students were prescribed individualized tasks in the areas of motor development, sensory skills, concept development and… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=atmospheric&pg=2&id=EJ964633','ERIC'); return false;" href="https://eric.ed.gov/?q=atmospheric&pg=2&id=EJ964633">Assessment of a Constructivist-Motivated Mentoring Program to Enhance the Teaching Skills of Atmospheric Science Graduate Students</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Drossman, Howard; Benedict, Jim; McGrath-Spangler, Erica; Van Roekel, Luke; Wells, Kelley 2011-01-01 This article describes a collaborative mentoring program in which graduate students (fellows) from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. The mentorship allowed fellows to develop and test the effectiveness of curriculum based on the Process Oriented… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Scholarships&pg=4&id=EJ1169231','ERIC'); return false;" href="https://eric.ed.gov/?q=Scholarships&pg=4&id=EJ1169231">Testing the Efficacy of a Scholarship Program for Single Parent, Post-Freshmen, Full Time Undergraduates</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Carpenter, Dick M., II; Kaka, Sarah J.; Tygret, Jennifer A.; Cathcart, Katy 2018-01-01 This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=electronic+AND+relays&pg=3&id=ED021023','ERIC'); return false;" href="https://eric.ed.gov/?q=electronic+AND+relays&pg=3&id=ED021023">ELECTRICAL AND ELECTRONIC INDUSTRIAL CONTROL, STATIC CONTROL SERIES. BASIC CONTROL FUNCTIONS, UNIT 9A.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> SUTTON, MACK C. THIS SELF-INSTRUCTIONAL PROGRAMED TEXT IS FOR INDIVIDUAL STUDENT USE IN STUDYING STATIC CONTROL IN ELECTRICAL-ELECTRONIC PROGRAMS. IT WAS DEVELOPED BY AN INSTRUCTIONAL MATERIALS SPECIALIST AND ADVISERS AND HAS BEEN TESTED BY STUDENT USE. THE OBJECTIVE OF THE COURSE IS TO HELP THE ELECTRICAL-TECHNICIAN DEVELOP AN UNDERSTANDING OF STATIC CONTROL… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=art+AND+school+AND+necessary&pg=6&id=ED550937','ERIC'); return false;" href="https://eric.ed.gov/?q=art+AND+school+AND+necessary&pg=6&id=ED550937">Analyzing the Correlation between Data Usage and Student Performance on the Missouri Assessment Program</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cooper, Melissa A. 2012-01-01 School districts are charged with the task of improving standardized test scores and closing the gaps between specific groups of students. Numerous programs, school improvement strategies, changes in instruction and leadership have been implemented to close the gap. Data are becoming more abundant at the state, district, and school levels. Many… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Fortran+AND+programming&pg=3&id=ED077982','ERIC'); return false;" href="https://eric.ed.gov/?q=Fortran+AND+programming&pg=3&id=ED077982">[Computer Program PEDAGE -- MARKTF-M5-F4.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Toronto Univ. (Ontario). Dept. of Geology. The computer program MARKTF-M5, written in FORTRAN IV, scores tests (consisting of true-or-false statement about concepts or facts) by comparing the list of true or false values prepared by the instructor with those from the students. The output consists of information to the supervisor about the performance of the students, primarily for his… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=standard+AND+deviation&pg=6&id=EJ1155308','ERIC'); return false;" href="https://eric.ed.gov/?q=standard+AND+deviation&pg=6&id=EJ1155308">Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Steele, Jennifer L.; Slater, Robert O.; Zamarro, Gema; Miller, Trey; Li, Jennifer; Burkhauser, Susan; Bacon, Michael 2017-01-01 Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students' test scores in reading, mathematics, and science and on English learners' (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=standard+AND+deviation&pg=6&id=ED577026','ERIC'); return false;" href="https://eric.ed.gov/?q=standard+AND+deviation&pg=6&id=ED577026">Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Steele, Jennifer L.; Slater, Robert O.; Zamarro, Gema; Miller, Trey; Li, Jennifer; Burkhauser, Susan; Bacon, Michael 2017-01-01 Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students' test scores in reading, mathematics, and science, and on English learners' (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED437120.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED437120.pdf">Language Minority Crossover Students: A Program To Address a New Challenge at Bergen Community College.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Altano, Brian In response to the conflicting needs of English as a Second Language (ESL) students in English Basic Skills (EBS) courses at Bergen Community College, a project has been proposed to provide a more comprehensive program. The plan of operation is divided into five components: (1) identification, testing, and placement; (2) orientation and… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=open+AND+group+AND+pretest+AND+posttest&pg=2&id=ED576430','ERIC'); return false;" href="https://eric.ed.gov/?q=open+AND+group+AND+pretest+AND+posttest&pg=2&id=ED576430">Assessing the Effectiveness of a Critical Thinking Program to Academic Success of Community College Students</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fields, Jeffery B. 2017-01-01 The relational mixed methods study assesses success of a college-wide critical thinking program to the academic success of community college students. The research compared the pretest and posttest results of the California Critical Thinking Skills Test (CCTST) given to associate degree graduates during their first semester and last semester of… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=SOLO+AND+RESOURCE&pg=4&id=ED143596','ERIC'); return false;" href="https://eric.ed.gov/?q=SOLO+AND+RESOURCE&pg=4&id=ED143596">Music: Guide to Classroom Use in Intermediate Grades.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> WETA - TV, Washington, DC. This field-tested guide is intended to help 4th, 5th, and 6th grade teachers introduce students to different musical concepts through a series of ten 30 minute television programs. Produced by WETA-TV, Washington D.C., the fast paced, humorous programs expose students to many musical styles including vocal and instrumental jazz, bluegrass and pop,… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ954494.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ954494.pdf">Engaging Experiential Service Learning through a Co-Curricular Club: The Chase Charlie Races</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Judge, Lawrence W.; Pierce, David; Petersen, Jeffrey; Bellar, David; Wanless, Elizabeth; Gilreath, Erin; Simon, Laura 2011-01-01 The efficacy of the "Chase Charlie Races" (an experiential learning activity) was demonstrated via program assessment. This was achieved via post-event evaluations of race participants and student club members, and with fitness assessments of 76 elementary students who participated in an eight-week training program. Paired sample t-tests revealed… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29352748','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29352748">Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Fransen, Frederike; Martens, Herm; Nagtzaam, Ivo; Heeneman, Sylvia 2018-01-17 To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King's template analysis. The e-learning program positively influenced students' level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p<0.000). Interview data showed that the e-learning program stimulated students' learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002PhDT........78H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002PhDT........78H">The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Hill, Mary Denise The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the results of TAAS. Independent samples t-tests indicated that students in the integrated mathematics/science program scored significantly higher than the students in the traditional program in mean achievement scores and in mean growth of scores based on the results of TAAS. No significant differences were found when comparing mathematics anxiety scores between students in the integrated mathematics/science program and the traditional program. However, additional significant differences were identified when students in the integrated mathematics/science program scored higher than the students in the traditional program when analyzing the overall mean student attitude scores concerning mathematics and the mean scores of attitudinal values of mathematics in society. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19720014526','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19720014526">Computer-assisted instruction in programming: AID</a> <a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a> Friend, J.; Atkinson, R. C. 1971-01-01 Lessons for training students on how to program and operate computers to and AID language are given. The course consists of a set of 50 lessons, plus summaries, reviews, tests, and extra credit problems. No prior knowledge is needed for the course, the only requirement being a strong background in algebra. A student manual, which includes instruction for operating the instructional program and a glossary of terms used in the course, is included in the appendices. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10086257','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10086257">Teaching medical students cancer risk reduction nutrition counseling using a multimedia program.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kolasa, K M; Jobe, A C; Miller, M G; Clay, M C 1999-03-01 There are many barriers to medical students receiving education about the linkage between nutrition and cancer, including the lack of role models and teachers and insufficient curricular time. We tested the use of a multimedia program as a possible solution to teaching diet-risk assessment and counseling skills. Images of Cancer Prevention, The Nutrition Link is a CD-ROM multimedia program that was developed and evaluated by 147 medical students. Pre-use and post-use surveys, computer log files, and recorded response sessions were used to determine the learner's 1) ease in using the program, 2) attitudes about the treatment of the content, 3) knowledge gain, and 4) attitudes about the role of physicians in nutrition assessment and counseling for cancer risk reduction. Students improved their knowledge of dietary guidelines for cancer risk reduction and made positive changes in their attitudes toward the role of physicians in dietary counseling. However, most students reported that they would not use the program unless it was required that they do so. The multimedia program was successful; it affected students' knowledge and attitudes concerning nutrition as a modifiable risk factor for some cancers. In addition, the design and delivery of the multimedia product was positively reviewed by the students for ease of access, message design, individualized instruction, and flexibility. Despite these favorable ratings, it was not clear that students would use the program unless required to do so. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1636912','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1636912">Effect of Students' Perceptions of Course Load on Test Anxiety</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Sansgiry, Sujit S.; Sail, Kavita 2006-01-01 Objectives The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. Methods A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. Results One hundred ninety-eight students participated in the survey (response rate P1 = 48%, P2 = 52%, P3 = 52%, P4 = 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Conclusions Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety. PMID:17149404 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17149404','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17149404">Effect of students' perceptions of course load on test anxiety.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Sansgiry, Sujit S; Sail, Kavita 2006-04-15 The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. One hundred ninety-eight students participated in the survey (response rate P1 = 48%, P2 = 52%, P3 = 52%, P4 = 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS.983a2052S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS.983a2052S">Development of website for studying modern physics</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Saehana, S.; Wahyono, U.; Darmadi, I. W.; Kendek, Y.; Widyawati, W. 2018-03-01 The purpose of this study is to produce a website in modern physics courses in order to increase student interest in physics learning. To determine the feasibility level of learning media then feasibility test to the product. The feasibility test carried out on the product is divided into three parts: material feasibility test, media feasibility test, and student response test. Based on the results of the test conducted the material obtained an average score of 3.72 and categorized very well. The result of media test that was obtained got the average score of 3.25 and categorized well. The result of the analysis of student's response to the twenty students of class A (fifth semester) of physics education program FKIP UniversitasTadulako obtained an average score of 3.16 with the good category. The results showed that the website developed can be used as one of the learning media that can support the learning process of students. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=MSFC-0201347&hterms=anticipation&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Danticipation','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=MSFC-0201347&hterms=anticipation&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Danticipation">Students Participate in Rocket Launch Project</a> <a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a> 2002-01-01 Filled with anticipation, students from three Huntsville area high schools: Randolph, Sparkman, and Johnson High Schools, counted down to launch the rockets they designed and built at the Army test site on Redstone Arsenal in Huntsville, Alabama. The projected two-mile high launch culminated more than a year's work and demonstrated the student team's ability to meet the challenge set by the Marshall Space Flight Center's (MSFC) Student Launch Initiative (SLI) program to apply science and math to experience, judgment, and common sense, and proved to NASA officials that they have successfully built reusable launch vehicles (RLVs), another challenge set by NASA's SLI program. MSFC's SLI program is an educational effort that aims to motivate students to pursue careers in science, math, and engineering. It provides them with hands-on, practical aerospace experience. In this picture, three Sparkman High School students pose with their rocket. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=MSFC-0201348&hterms=anticipation&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Danticipation','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=MSFC-0201348&hterms=anticipation&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Danticipation">Students Participate in Rocket Launch Project</a> <a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a> 2002-01-01 Filled with anticipation, students from three Huntsville area high schools: Randolph, Sparkman and Johnson High Schools, counted down to launch the rockets they designed and built at the Army test site on Redstone Arsenal in Huntsville, Alabama. The projected two-mile high launch culminated more than a year's work and demonstrated the student team's ability to meet the challenge set by the Marshall Space Flight Center's (MSFC) Student Launch Initiative (SLI) program to apply science and math to experience, judgment, and common sense, and proved to NASA officials that they have successfully built reusable launch vehicles (RLVs), another challenge set by NASA's SLI program. MSFC's SLI program is an educational effort that aims to motivate students to pursue careers in science, math, and engineering. It provides them with hands-on, practical aerospace experience. In this picture, two Johnson High School students pose with their rocket. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mushrooms&pg=6&id=EJ739092','ERIC'); return false;" href="https://eric.ed.gov/?q=mushrooms&pg=6&id=EJ739092">State Test Programs Mushroom as NCLB Mandate Kicks in: Nearly Half of States Are Expanding Their Testing Programs to Additional Grades This School Year to Comply with the Federal No Child Left Behind Act</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Olson, Lynn 2005-01-01 Twenty-three states are expanding their testing programs to additional grades this school year to comply with the federal No Child Left Behind Act. In devising the new tests, most states have defied predictions and chosen to go beyond multiple-choice items, by including questions that ask students to construct their own responses. But many state… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title38-vol2/pdf/CFR-2012-title38-vol2-sec18-435.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title38-vol2/pdf/CFR-2012-title38-vol2-sec18-435.pdf">38 CFR 18.435 - Evaluation and placement.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a> 2012-07-01 ... that operates a public elementary or secondary education program or activity shall conduct an... student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student... reflect the student's impaired sensory, manual, or speaking skills (except where those skills are the... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title38-vol2/pdf/CFR-2014-title38-vol2-sec18-435.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title38-vol2/pdf/CFR-2014-title38-vol2-sec18-435.pdf">38 CFR 18.435 - Evaluation and placement.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a> 2014-07-01 ... that operates a public elementary or secondary education program or activity shall conduct an... student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student... reflect the student's impaired sensory, manual, or speaking skills (except where those skills are the... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title38-vol2/pdf/CFR-2013-title38-vol2-sec18-435.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title38-vol2/pdf/CFR-2013-title38-vol2-sec18-435.pdf">38 CFR 18.435 - Evaluation and placement.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a> 2013-07-01 ... that operates a public elementary or secondary education program or activity shall conduct an... student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student... reflect the student's impaired sensory, manual, or speaking skills (except where those skills are the... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title38-vol2/pdf/CFR-2011-title38-vol2-sec18-435.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title38-vol2/pdf/CFR-2011-title38-vol2-sec18-435.pdf">38 CFR 18.435 - Evaluation and placement.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a> 2011-07-01 ... that operates a public elementary or secondary education program or activity shall conduct an... student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student... reflect the student's impaired sensory, manual, or speaking skills (except where those skills are the... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title38-vol2/pdf/CFR-2010-title38-vol2-sec18-435.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title38-vol2/pdf/CFR-2010-title38-vol2-sec18-435.pdf">38 CFR 18.435 - Evaluation and placement.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a> 2010-07-01 ... that operates a public elementary or secondary education program or activity shall conduct an... student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student... reflect the student's impaired sensory, manual, or speaking skills (except where those skills are the... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20480014','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20480014">Degree of vertical integration between the undergraduate program and clinical internship with respect to lumbopelvic diagnostic and therapeutic procedures taught at the canadian memorial chiropractic college.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Vermet, Shannon; McGinnis, Karen; Boodham, Melissa; Gleberzon, Brian J 2010-01-01 The objective of this study was to determine to what extent the diagnostic and therapeutic procedures taught in the undergraduate program used for patients with lumbopelvic conditions are expected to be utilized by students during their clinical internship program at Canadian Memorial Chiropractic College or are being used by the clinical faculty. A confidential survey was distributed to clinical faculty at the college. It consisted of a list of diagnostic and therapeutic procedures used for lumbopelvic conditions taught at that college. Clinicians were asked to indicate the frequency with which they performed or they required students to perform each item. Seventeen of 23 clinicians responded. The following procedures were most likely required to be performed by clinicians: posture; ranges of motion; lower limb sensory, motor, and reflex testing; and core orthopedic tests. The following were less likely to be required to be performed: Waddell testing, Schober's test, Gillet tests, and abdominal palpation. Students were expected to perform (or clinicians performed) most of the mobilization (in particular, iliocostal, iliotransverse, and iliofemoral) and spinal manipulative therapies (in particular, the procedures referred to as the lumbar roll, lumbar pull/hook, and upper sacroiliac) taught at the college. This study suggests that there was considerable, but not complete, vertical integration between the undergraduate and clinical education program at this college. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16889315','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16889315">If you feed them, will they come? The use of social marketing to increase interest in attending a college alcohol program.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Palmer, Rebekka S; Kilmer, Jason R; Larimer, Mary E 2006-01-01 The authors used social marketing to design and test advertisement components aimed at increasing students' interest in attending an alcohol program focused on reaching students who drink heavily, although the authors offered no such program. Participants were undergraduate students in introductory psychology courses (N = 551). Questionnaires included measures assessing demographic information, alcohol use and negative consequences, and interest in attending an alcohol program in response to exposure to 1 of 12 systematically varied advertisements. The authors found that approximately 20% of participants across all ad types indicated some level of interest in attending the alcohol program. Students who use alcohol reported more interest in attending when an informational message was used. Of the participants offered food, 41.9% indicated the food offered in the advertisement impacted their interest in attending. Results suggest market segmentation plays a role in developing effective advertisements to recruit different groups of students based on their reported drinking behavior. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20010000880','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20010000880">Evaluation of X-38 Crew Return Vehicle Input Control Devices in a Microgravity Environment</a> <a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a> Welge, Kirsten; Moore, Alicia; Pope, Ruth Ann; Shivers, Suzette; Fox, Jeffrey 2000-01-01 This report was created by students from Longview High School, Longview, Texas. Longview High School was selected from a group of Texas high schools to participate in the 1999 Texas Fly High Program. This program gives Texas high school students a chance to work with NASA engineers to design and fly a real-world experiment aboard the KC-135 during zero-g parabolas. Jeffrey Fox's role was to provide a concept for the experiment and to mentor the students in its design and testing. The students were responsible for executing all phases of the project. The X-38 Project Office at the Lyndon B. Johnson Space Center Johnson Space is designing a crew return vehicle (CRV) to be docked at the International Space Station for crew rescue in an emergency. Vehicle controls will be almost completely automated, but a few functions will be manually controlled. Four crew input control devices were selected for evaluation by Longview High School students as part of the 1999 Texas Fly High program. These were (1) Logitech Trackman Marble (optical trackball), (2) Smart Cat Touchpad. (3) Microsoft SideWinder 3D-Pro Joystick, and (4) Microsoft SideWinder Gamepad. In two flight tests in the KC-135 aircraft and a series of ground tests, the devices were evaluated for ability to maneuver an on-screen cursor, level of accuracy, ease of handling blind operations, and level of user comfort in microgravity. The tests results led to recommendation of further tests with the Joystick and the Trackman by astronauts and actual space station residents. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED059643.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED059643.pdf">A Comparison of an Audio-Lingual Program and an Audio-Lingual-Visual Program for Beginning French Instruction in Grade Eight.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Di Francesco, Loretta; Smith, Philip D., Jr. 1971-01-01 This evaluation of two programs of materials used in introductory French classes tests two basic hypotheses: (1) pretests are good predictors of subsequent French achievement at the junior high school level, and (2) students in different programs will achieve to the same degree on a final French test. Results of the groups using the "audiolingual"… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Memory+AND+attitude&pg=3&id=EJ1095474','ERIC'); return false;" href="https://eric.ed.gov/?q=Memory+AND+attitude&pg=3&id=EJ1095474">The Efficacy of the LearningRx Cognitive Training Program: Modality and Transfer Effects</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hill, Oliver W.; Serpell, Zewelanji; Faison, M. Omar 2016-01-01 This article describes two studies testing the efficacy of a commercial one-on-one cognitive training program (LearningRx) and its computer-based version (Brainskills) in laboratory and school settings. Study 1 tested Brainskills in a laboratory setting with 322 middle school students. Paired "t"-tests revealed significant gains on all… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Big+AND+Bang&pg=5&id=ED199275','ERIC'); return false;" href="https://eric.ed.gov/?q=Big+AND+Bang&pg=5&id=ED199275">The Uses and Misuses of Test Scores: Technical Assistance Perspective.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Echternacht, Gary The uses and misuses of standardized test results used for program evaluation as seen by a staff member of an Elementary Secondary Education Act (ESEA) Title I Technical Assistance Center are described. In ESEA Title I, test scores are used to select students for the program. Although federal requirements do not require using standardized test… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=6&pg=6&id=EJ996235','ERIC'); return false;" href="https://eric.ed.gov/?q=6&pg=6&id=EJ996235">Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One Gifted Program's Experience</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Giessman, Jacob A.; Gambrell, James L.; Stebbins, Molly S. 2013-01-01 The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29401473','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29401473">Benefits of expressive writing in reducing test anxiety: A randomized controlled trial in Chinese samples.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Shen, Lujun; Yang, Lei; Zhang, Jing; Zhang, Meng 2018-01-01 To explore the effect of expressive writing of positive emotions on test anxiety among senior-high-school students. The Test Anxiety Scale (TAS) was used to assess the anxiety level of 200 senior-high-school students. Seventy-five students with high anxiety were recruited and divided randomly into experimental and control groups. Each day for 30 days, the experimental group engaged in 20 minutes of expressive writing of positive emotions, while the control group was asked to merely write down their daily events. A second test was given after the month-long experiment to analyze whether there had been a reduction in anxiety among the sample. Quantitative data was obtained from TAS scores. The NVivo10.0 software program was used to examine the frequency of particular word categories used in participants' writing manuscripts. Senior-high-school students indicated moderate to high test anxiety. There was a significant difference in post-test results (P < 0.001), with the experimental group scoring obviously lower than the control group. The interaction effect of group and gender in the post-test results was non-significant (P > 0.05). Students' writing manuscripts were mainly encoded on five code categories: cause, anxiety manifestation, positive emotion, insight and evaluation. There was a negative relation between positive emotion, insight codes and test anxiety. There were significant differences in the positive emotion, anxiety manifestation, and insight code categories between the first 10 days' manuscripts and the last 10 days' ones. Long-term expressive writing of positive emotions appears to help reduce test anxiety by using insight and positive emotion words for Chinese students. Efficient and effective intervention programs to ease test anxiety can be designed based on this study. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4464575','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4464575">The Prevalence of Substance use and Associated Risk Factors Among University Students in the City of Jahrom, Southern Iran</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Heydari, Seyed Taghi; Izedi, Somayeh; Sarikhani, Yaser; Kalani, Navid; Akbary, Ali; Miri, Abolfazl; Mahmoodi, Mojtaba; Akbari, Maryam 2015-01-01 Background: Substance use among college students in Iran is a serious problem. Determining the pattern of substance use among University students is an important issue for implementing prevention and treatment programs. Objectives: The present survey attempts to determine the prevalence of substance usage and associated risk factors among the students of Jahrom University of Medical Sciences and Islamic Azad University of Jahrom, Jahrom, Iran. Patients and Methods: This cross-sectional study was carried out from December 2012 to February 2013 and included 1149 randomly selected students of two Jahrom universities. A standard questionnaire was used for data gathering. Data were analyzed using the SPSS version 15 for Windows. T-test and Chi-square T-test and Chi-square and Logestic regression tests were used for data analysis. Results: Tobacco (28.3%), alcohol (13.0%), and cannabis and marijuana (5.2%) were the most common substances used by the students. The prevalence of substance use among the male students was significantly higher (OR: 1.5, 95%CI: 1.42 - 2.68, P < 0.001). The risk of at least single episode of substance usage was higher among the students which were living alone (OR: 3.03, 95%CI: 1.74 - 5.28, P < 0.001) The most important motivators for beginning substance use were curiosity, in 46.4%, and seeking pleasure, in 28.8%. Conclusions: Substance usage is considered as a risk factor for students’ health among University students in Iran. Design of educational courses addressing the detrimental effects and dire consequences of substance usage could help to improve control programs. Universities could improve their drug abuse control programs by focusing on the high risk groups determined by relevant studies. PMID:26097836 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=market+AND+credit&pg=6&id=EJ1024229','ERIC'); return false;" href="https://eric.ed.gov/?q=market+AND+credit&pg=6&id=EJ1024229">Contexts Matter: Selection in Means-Tested School Voucher Programs</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hart, Cassandra M. D. 2014-01-01 This study examines public school characteristics, and public and private school market characteristics, associated with participation among elementary-aged students in a means-tested school voucher program in Florida. Participants are more likely than eligible nonparticipants to come from disadvantaged public schools on multiple dimensions. On… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25099427','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25099427">The FRIENDS emotional health program for minority groups at risk.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Iizuka, Cristina A; Barrett, Paula M; Gillies, Robyn; Cook, Clayton R; Miller, Debbie 2014-02-01 Despite the existence of evidence-based interventions for promoting mental health in children, the number of children at risk remains high. One of the reasons is that such interventions are not reaching specific groups at risk such as low socioeconomic status and ethnic minority groups. This study evaluated an adaptation of a school-based psychosocial program for nonreferred students aged 11 to 12 years attending a multicultural school from a low socioeconomic status area. The FRIENDS Program was adapted for a multicultural population. A quasi-experimental design was used, involving a pre/post-test, to evaluate the impact of the intervention on participants' outcomes on the Strengths and Difficulties Questionnaire (SDQ). Participants were divided into 2 categories ("at risk"/"not at risk") based on their scores in the SDQ at pre-test. Post-test data were collected to evaluate the overall effectiveness and acceptability of the program. Analyses showed significant improvement for the group initially identified as "at risk," with 30% of the students being no longer at risk after the intervention. Most students rated the intervention as being highly acceptable and useful. Adaptations to existing evidence-based programs for implementation with specific minority groups at risk represents a promising approach to promote emotional health in children. © 2014, American School Health Association. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22235693','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22235693">An innovative, multidisciplinary strategy to improve retention of nursing students from disadvantaged backgrounds.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Igbo, Immaculata N; Straker, Kathleen C; Landson, Margie J; Symes, Lene; Bernard, Lillian F; Hughes, Lisa A; Carroll, Theresa L 2011-01-01 Nursing students from disadvantaged backgrounds must overcome many barriers in order to succeed. This article will focus on how a multidisciplinary team helped 76 percent of these high-risk students persist in their nursing programs by addressing some of these barriers. Three baccalaureate nursing schools in the Texas Medical Center embarked on a three-year retention program designed to enhance the success of students identified by federal criteria as being at risk. Multidisciplinary teams led various activities, including a study skills component, which included preparing for lectures, taking notes, critical thinking, and test-taking strategies. Also addressed were written and oral communication skills, medical terminology, critical thinking, career coaching, and socialization activities. Collaboration among faculty and students at the three schools was key to the success of the program. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5508412','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5508412">Osteoporosis Knowledge among Future Healthcare Practitioners: Findings from a Malaysian Public University</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Elnaem, Mohamed Hassan; Jamshed, Shazia Qasim; Elkalmi, Ramadan Mohamed; Baharuddin, Muhammad Farhan; Johari, Muhammad Afif; Aziz, Nur Ashikin Binti Ab; Sabri, Siti Farhanah Binti Ahmad; Ismail, Nur Akmal Binti 2017-01-01 Background and Objectives: Students in relevant health-care academic programs are the future professionals who should play an active role in increasing community awareness regarding chronic diseases such as osteoporosis. This research aimed to evaluate the knowledge of osteoporosis, one of the growing health-care burdens in Malaysia, among students belong to three different health occupations programs in a Malaysian University. Methods: A cross-sectional study design was conducted to assess the level of knowledge on osteoporosis and to explore the potential association between the study program and osteoporosis-related knowledge among medicine, pharmacy, and allied health sciences students in a Malaysian University. A total of 348 students were approached. The data were collected using validated revised Osteoporosis Knowledge Test questionnaire. Results: The results showed variability in knowledge score between students belonging to different study programs. allied health sciences students have the highest overall total score (median = 20) and nutrition score (median = 16), but for exercise score, both students in allied health sciences and medicine programs shared a similar median score (median = 11.5). More than half of the respondents showed adequate knowledge on osteoporosis. The students from allied health sciences exhibited more knowledge on osteoporosis compared to students in other study programs. Among the Kulliyyah of Pharmacy respondents, the majority did not manage to answer correctly on the whole scale. This was evident by total percentage of 69.91% of the respondents scored below than median score. Conclusion: There is a considerable gap of knowledge regarding osteoporosis among students in various health occupations academic programs. Pharmacy students particularly need focused learning related to exercise and nutrition in preventing osteoporosis during their academic program. PMID:28717334 </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active">25</li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28717334','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28717334">Osteoporosis Knowledge among Future Healthcare Practitioners: Findings from a Malaysian Public University.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Elnaem, Mohamed Hassan; Jamshed, Shazia Qasim; Elkalmi, Ramadan Mohamed; Baharuddin, Muhammad Farhan; Johari, Muhammad Afif; Aziz, Nur Ashikin Binti Ab; Sabri, Siti Farhanah Binti Ahmad; Ismail, Nur Akmal Binti 2017-01-01 Students in relevant health-care academic programs are the future professionals who should play an active role in increasing community awareness regarding chronic diseases such as osteoporosis. This research aimed to evaluate the knowledge of osteoporosis, one of the growing health-care burdens in Malaysia, among students belong to three different health occupations programs in a Malaysian University. A cross-sectional study design was conducted to assess the level of knowledge on osteoporosis and to explore the potential association between the study program and osteoporosis-related knowledge among medicine, pharmacy, and allied health sciences students in a Malaysian University. A total of 348 students were approached. The data were collected using validated revised Osteoporosis Knowledge Test questionnaire. The results showed variability in knowledge score between students belonging to different study programs. allied health sciences students have the highest overall total score (median = 20) and nutrition score (median = 16), but for exercise score, both students in allied health sciences and medicine programs shared a similar median score (median = 11.5). More than half of the respondents showed adequate knowledge on osteoporosis. The students from allied health sciences exhibited more knowledge on osteoporosis compared to students in other study programs. Among the Kulliyyah of Pharmacy respondents, the majority did not manage to answer correctly on the whole scale. This was evident by total percentage of 69.91% of the respondents scored below than median score. There is a considerable gap of knowledge regarding osteoporosis among students in various health occupations academic programs. Pharmacy students particularly need focused learning related to exercise and nutrition in preventing osteoporosis during their academic program. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMED31D0306O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMED31D0306O">"Know Your Well" A Groundwater Quality Project to Inform Students and Well-Owners</a> <a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Olson, C.; Snow, D.; Samal, A.; Ray, C.; Kreifels, M. 2017-12-01 Over 15 million U.S. households rely on private, household wells for drinking water, and these sources are not protected under the Safe Drinking Water Act. Data on private well water quality is slowly being collected and evaluated from a number of different agencies, sources and projects. A new project is designed both for training high school students and to help assess the quality of water from rural domestic wells in Nebraska. This "crowd sourced" program engaging high school agricultural education programs, FFA chapters, and science classes with students sampling and testing water sampling from rural domestic wells from 12 districts across the state. Students and teachers from selected school were trained through multiple school visits, both in the classroom and in the field. Classroom visits were used to introduce topics such as water quality and groundwater, and testing methods for specific analytes. During the field visit, students were exposed to field techniques, the importance of accuracy in data collection, and what factors might influence the water in sampled wells. High school students learn to sample and test water independently. Leadership and initiative is developed through the program, and many experience the enlightenment that comes with citizen science. A customized mobile app was developed for ease of data entry and visualization, and data uploaded to a secure website where information was stored and compared to laboratory tests of the same measurements. General water quality parameters, including pH, electrical conductivity, major anions are tested in the field and laboratory, as well as environmental contaminants such as arsenic, uranium, pesticides, bacteria. Test kits provided to each class were used by the students to measure selected parameters, and then duplicate water samples were analyzed at a university laboratory. Five high schools are involved in the project during its first year. Nitrate, bacteria and pesticides represent major concerns for private well owners across the U.S. and preliminary results indicate that nitrate concentrations can range up to 70 mg/L, while detections of bacteria and traces of pesticide residues are consistent with other studies. This project will help both high school students and private well owner become better-informed about water quality in Nebraska. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=dental+AND+chart&id=ED221660','ERIC'); return false;" href="https://eric.ed.gov/?q=dental+AND+chart&id=ED221660">Dental Charting. Learning Activities, Unit Tests, Progress Chart, and Work Sheet.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Texas Univ., Austin. Center for Occupational Curriculum Development. These materials are part of a series dealing with skills and information needed by students in dental assisting. The individualized student materials are suitable for classroom, laboratory, or cooperative training programs. These student materials, designed to be used with the Dental Charting Student Manual, consist of learning activities, unit… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Ecology+AND+politics&pg=3&id=EJ542609','ERIC'); return false;" href="https://eric.ed.gov/?q=Ecology+AND+politics&pg=3&id=EJ542609">Establishment of a New Magnet School: Effects on Student Achievement.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Thacker, Jerry L. 1997-01-01 Describes a study of an Indiana magnet school's effects on student achievement. The school has a diverse student body and offers programs in foreign languages and cultures, economics, politics, history, ecology, and social systems. On the Comprehensive Test of Basic Skills, the group of 560 students performed significantly better than they had… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5903839','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5903839">Effectiveness of school- and family-based interventions to prevent gaming addiction among grades 4–5 students in Bangkok, Thailand</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Apisitwasana, Nipaporn; Perngparn, Usaneya; Cottler, Linda B 2018-01-01 Purpose This study aimed to assess the effectiveness of Participatory Learning School and Family Based Intervention Program for Preventing Game Addiction by Developing Self-Regulation of gaming addiction among students of grades 4 and 5 in Bangkok. Methods A quasi-experimental study was implemented among students of grades 4 and 5 at primary schools in Bangkok selected through multistage random sampling. Two comparable schools were randomly assigned to either the intervention or control group. Then, 310 students in the randomly selected classrooms were allocated to each group. The intervention group received the self-regulation program with school and family involvement to prevent gaming addiction. Master teachers attended in-house training on prevention of gaming addiction in children. Parents of these children received a gaming addiction prevention manual and guidelines. The program lasted 8 weeks. The control group received no intervention. Knowledge and Attitude About Gaming Questionnaire, Game Addiction Screening Test (GAST), and Game Addiction Protection Scale were utilized to assess subjects at baseline, immediately after, and 3 months post-intervention. Descriptive statistics, chi-square, and independent t-test were used to describe characteristics of the participants, and repeated measures ANOVA was analyzed to test the effectiveness of the intervention. Results The findings revealed that there were significant differences in knowledge, attitude, self-regulation, and gaming addiction behaviors (p < 0.05) immediately and 3 months post-intervention. Positive effects of the intervention included increase in knowledge, attitude, and self-regulation, whereas the GAST score was significantly decreased (p < 0.05) immediately and 3 months after the program. Conclusion The program based on self-regulation and school and family participation is effective for preventing gaming addiction in students of grades 4 and 5 in Bangkok, Thailand. PMID:29695939 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29695939','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29695939">Effectiveness of school- and family-based interventions to prevent gaming addiction among grades 4-5 students in Bangkok, Thailand.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Apisitwasana, Nipaporn; Perngparn, Usaneya; Cottler, Linda B 2018-01-01 This study aimed to assess the effectiveness of Participatory Learning School and Family Based Intervention Program for Preventing Game Addiction by Developing Self-Regulation of gaming addiction among students of grades 4 and 5 in Bangkok. A quasi-experimental study was implemented among students of grades 4 and 5 at primary schools in Bangkok selected through multistage random sampling. Two comparable schools were randomly assigned to either the intervention or control group. Then, 310 students in the randomly selected classrooms were allocated to each group. The intervention group received the self-regulation program with school and family involvement to prevent gaming addiction. Master teachers attended in-house training on prevention of gaming addiction in children. Parents of these children received a gaming addiction prevention manual and guidelines. The program lasted 8 weeks. The control group received no intervention. Knowledge and Attitude About Gaming Questionnaire, Game Addiction Screening Test (GAST), and Game Addiction Protection Scale were utilized to assess subjects at baseline, immediately after, and 3 months post-intervention. Descriptive statistics, chi-square, and independent t -test were used to describe characteristics of the participants, and repeated measures ANOVA was analyzed to test the effectiveness of the intervention. The findings revealed that there were significant differences in knowledge, attitude, self-regulation, and gaming addiction behaviors ( p < 0.05) immediately and 3 months post-intervention. Positive effects of the intervention included increase in knowledge, attitude, and self-regulation, whereas the GAST score was significantly decreased ( p < 0.05) immediately and 3 months after the program. The program based on self-regulation and school and family participation is effective for preventing gaming addiction in students of grades 4 and 5 in Bangkok, Thailand. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27131845','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27131845">Innovative cardiopulmonary resuscitation and automated external defibrillator programs in schools: Results from the Student Program for Olympic Resuscitation Training in Schools (SPORTS) study.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Vetter, Victoria L; Haley, Danielle M; Dugan, Noreen P; Iyer, V Ramesh; Shults, Justine 2016-07-01 Bystander cardiopulmonary resuscitation (CPR) rates are low. Our study objective was to encourage Philadelphia high school students to develop CPR/AED (automated external defibrillator) training programs and to assess their efficacy. The focus was on developing innovative ways to learn the skills of CPR/AED use, increasing willingness to respond in an emergency, and retention of effective psychomotor resuscitation skills. Health education classes in 15 Philadelphia School District high schools were selected, with one Control and one Study Class per school. Both completed CPR/AED pre- and post-tests to assess cognitive knowledge and psychomotor skills. After pre-tests, both were taught CPR skills and AED use by their health teacher. Study Classes developed innovative programs to learn, teach, and retain CPR/AED skills. The study culminated with Study Classes competing in multiple CPR/AED skills events at the CPR/AED Olympic event. Outcomes included post-tests, Mock Code, and presentation scores. All students' cognitive and psychomotor skills improved with standard classroom education (p<0.001). Competition with other schools at the CPR/AED Olympics and the development of their own student-directed education programs resulted in remarkable retention of psychomotor skill scores in the Study Class (88%) vs the Control Class (79%) (p<0.001). Olympic participants averaged 93.1% on the Mock Code with 10 of 12 schools ≥94%. Students who developed creative and novel methods of teaching and learning resuscitation skills showed outstanding application of these skills in a Mock Code with remarkable psychomotor skill retention, potentially empowering a new generation of effectively trained CPR bystanders. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4751880','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4751880">Impact of Implementation and Conduct of the HEALTHY Primary Prevention Trial on Student Performance</a> <a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Hernandez, Arthur E.; Marcus, Marsha D.; Hirst, Kathryn; Faith, Myles S.; Goldberg, Linn; Treviño, Roberto P. 2016-01-01 Purpose To determine whether a school-wide intervention program to reduce risk factors for type 2 diabetes (T2D) affected student achievement, rates of disciplinary actions, and attendance rates. Design The HEALTHY primary prevention trial was designed to evaluate a comprehensive school-based intervention to reduce factors for T2D, especially overweight and obesity. Students were followed up from beginning of sixth grade (Fall 2006) through end of eighth grade (Spring 2009). Setting Forty-two middle schools at seven U.S. sites. Subjects Schools were randomized in equal numbers at each site to intervention (21 schools, 2307 students) or control (21 schools, 2296 students). Intervention An integrated school-wide program that focused on (1) foods and beverages, (2) physical education, (3) classroom-based behavior change and education, and (4) social marketing communication and promotional campaigns. Measures Aggregate (grade- and school-wide) test performance (passing rate), attendance, and referrals for disciplinary actions. Analysis Descriptive statistics and tests of intervention versus control using mixed linear models methods to adjust for the clustering of students within schools. Results There were no differences between intervention and control schools in test performance for mathematics (p = .7835) or reading (p = .6387), attendance (p = .5819), or referrals for disciplinary action (p = .8671). Conclusion The comprehensive HEALTHY intervention and associated research procedures did not negatively impact student achievement test scores, attendance, or referrals for disciplinary action. PMID:24200256 </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24200256','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24200256">Impact of implementation and conduct of the HEALTHY primary prevention trial on student performance.</a> <a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hernandez, Arthur E; Marcus, Marsha D; Hirst, Kathryn; Faith, Myles S; Goldberg, Linn; Treviño, Roberto P 2014-01-01 To determine whether a school-wide intervention program to reduce risk factors for type 2 diabetes (T2D) affected student achievement, rates of disciplinary actions, and attendance rates. The HEALTHY primary prevention trial was designed to evaluate a comprehensive school-based intervention to reduce factors for T2D, especially overweight and obesity. Students were followed up from beginning of sixth grade (Fall 2006) through end of eighth grade (Spring 2009). Forty-two middle schools at seven U.S. sites. Schools were randomized in equal numbers at each site to intervention (21 schools, 2307 students) or control (21 schools, 2296 students). Intervention . An integrated school-wide program that focused on (1) foods and beverages, (2) physical education, (3) classroom-based behavior change and education, and (4) social marketing communication and promotional campaigns. Aggregate (grade- and school-wide) test performance (passing rate), attendance, and referrals for disciplinary actions. Descriptive statistics and tests of intervention versus control using mixed linear models methods to adjust for the clustering of students within schools. There were no differences between intervention and control schools in test performance for mathematics (p = .7835) or reading (p = .6387), attendance (p = .5819), or referrals for disciplinary action (p = .8671). The comprehensive HEALTHY intervention and associated research procedures did not negatively impact student achievement test scores, attendance, or referrals for disciplinary action. </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1208112','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1208112">2015 Stewardship Science Academic Programs Annual</a> <a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a> Stone, Terri; Mischo, Millicent The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago tomore » engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.« less </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1052629.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1052629.pdf">The California Critical Thinking Skills Test and Business School Performance</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bycio, Peter; Allen, Joyce S. 2009-01-01 An intent of many business programs is to enhance the critical thinking capabilities of their students. Since AACSB accreditation requires evidence that business schools fulfill their goals, our students were required to take the California Critical Thinking Skills Test (CCTST). As expected, the CCTST was significantly related to SAT performance… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=icms&pg=3&id=EJ364845','ERIC'); return false;" href="https://eric.ed.gov/?q=icms&pg=3&id=EJ364845">Integrated Classroom versus Resource Model: Academic Viability and Effectiveness.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Affleck, James Q.; And Others 1988-01-01 Achievement data of elementary learning-disabled students in both an Integrated Classroom Model (ICM) and resource rooms were compared. The ICM was shown to be more cost effective than resource room programs while achieving similar results on reading, math, and language tests for learning-disabled students and on general achievement tests for… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title34-vol1/pdf/CFR-2010-title34-vol1-sec98-4.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title34-vol1/pdf/CFR-2010-title34-vol1-sec98-4.pdf">34 CFR 98.4 - Protection of students' privacy in examination, testing, or treatment.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a> 2010-07-01 ... RIGHTS IN RESEARCH, EXPERIMENTAL PROGRAMS, AND TESTING § 98.4 Protection of students' privacy in..., including a group activity, that is not directly related to academic instruction and that is designed to... are not directly related to academic instruction and that is designed to affect behavioral, emotional... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title34-vol1/pdf/CFR-2013-title34-vol1-sec98-4.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title34-vol1/pdf/CFR-2013-title34-vol1-sec98-4.pdf">34 CFR 98.4 - Protection of students' privacy in examination, testing, or treatment.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a> 2013-07-01 ... RIGHTS IN RESEARCH, EXPERIMENTAL PROGRAMS, AND TESTING § 98.4 Protection of students' privacy in..., including a group activity, that is not directly related to academic instruction and that is designed to... are not directly related to academic instruction and that is designed to affect behavioral, emotional... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title34-vol1/pdf/CFR-2012-title34-vol1-sec98-4.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title34-vol1/pdf/CFR-2012-title34-vol1-sec98-4.pdf">34 CFR 98.4 - Protection of students' privacy in examination, testing, or treatment.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a> 2012-07-01 ... RIGHTS IN RESEARCH, EXPERIMENTAL PROGRAMS, AND TESTING § 98.4 Protection of students' privacy in..., including a group activity, that is not directly related to academic instruction and that is designed to... are not directly related to academic instruction and that is designed to affect behavioral, emotional... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol1/pdf/CFR-2011-title34-vol1-sec98-4.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol1/pdf/CFR-2011-title34-vol1-sec98-4.pdf">34 CFR 98.4 - Protection of students' privacy in examination, testing, or treatment.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a> 2011-07-01 ... RIGHTS IN RESEARCH, EXPERIMENTAL PROGRAMS, AND TESTING § 98.4 Protection of students' privacy in..., including a group activity, that is not directly related to academic instruction and that is designed to... are not directly related to academic instruction and that is designed to affect behavioral, emotional... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title34-vol1/pdf/CFR-2014-title34-vol1-sec98-4.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title34-vol1/pdf/CFR-2014-title34-vol1-sec98-4.pdf">34 CFR 98.4 - Protection of students' privacy in examination, testing, or treatment.</a> <a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a> 2014-07-01 ... RIGHTS IN RESEARCH, EXPERIMENTAL PROGRAMS, AND TESTING § 98.4 Protection of students' privacy in..., including a group activity, that is not directly related to academic instruction and that is designed to... are not directly related to academic instruction and that is designed to affect behavioral, emotional... </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=quality+AND+mexico&pg=3&id=EJ743709','ERIC'); return false;" href="https://eric.ed.gov/?q=quality+AND+mexico&pg=3&id=EJ743709">Why We Should Care if Teachers Get A's: Teacher Test Scores and Student Achievement in Mexico</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Santibanez, Lucrecia 2006-01-01 Understanding the relationship between teacher test scores and student achievement is important in an accountability environment that favors using quantitative measures of teaching quality, as is the case with Mexico's national "Carrera Magisterial" (CM) teacher incentive program. The results of this paper suggest that teacher test… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED574696.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED574696.pdf">International Test Score Comparisons and Educational Policy: A Review of the Critiques</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Carnoy, Martin 2015-01-01 Stanford education professor Martin Carnoy examines four main critiques of how international test results are used in policymaking. Of particular interest are critiques of the policy analyses published by the Program for International Student Assessment (PISA). Using average PISA scores as a comparative measure of student achievement is misleading… </li> <li> <a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%ef%bf%bdcapability+AND+innovation%ef%bf%bd&pg=7&id=EJ1149812','ERIC'); return false;" href="https://eric.ed.gov/?q=%ef%bf%bdcapability+AND+innovation%ef%bf%bd&pg=7&id=EJ1149812">Enhancing Students' Entrepreneurial Mindset: A Swedish Experience</a> <a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lindberg, Erik; Bohman, Håkan; Hulten, Peter; Wilson, Timothy 2017-01-01 Purpose: The purpose of this paper is to report on the test of a pedagogical intervention to enhance students' entrepreneurial mindset on a university course. Design/methodology/approach: The course where the authors tested the new course design is a mandatory one in the business school's undergraduate business program. Pre- and post-evaluations… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active">25</li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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