typically developing students: Topics by Science.gov

Sample records for typically developing students

Student-Teacher Relationship Stability across Early School Years for Children with Intellectual Disability or Typical Development

ERIC Educational Resources Information Center

Blacher, Jan; Baker, Bruce L.; Eisenhower, Abbey S.

2009-01-01

Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these…
Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development

ERIC Educational Resources Information Center

Bae, Young Seh

2013-01-01

Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development Young Seh Bae This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically…
Quality of Reciprocated Friendships of Students with Special Educational Needs in Mainstream Seventh Grade

ERIC Educational Resources Information Center

Bossaert, Goele; Colpin, Hilde; Pijl, Sip Jan; Petry, Katja

2015-01-01

This study focuses on companionship, intimacy, and support of reciprocated friendships of students with autism spectrum disorders (ASD), students with motor and/or sensory disabilities, and typically developing students with their classmates at the start of mainstream secondary school. The study included 1379 typically developing students, 65…
The Impact of Executive Function Skills on Writing: A Comparison of Fifth-Grade Students with Learning Disabilities and Students with Typical Development

ERIC Educational Resources Information Center

Nathan, Anne Michelle

2009-01-01

This study explored the relationship between verbal fluency skills and writing skills in developing writers. There were three research questions addressed: (1) Was there a difference between fifth-grade students who have a learning disability (LD) in written language and fifth-grade students with typical development (TD) on the Delis-Kaplan…
Prompting All Students to Learn: Examining Dynamic Assessment of Special Needs and Typical Students in a Prekindergarten Inclusive French Program

ERIC Educational Resources Information Center

Regalla, Michele; Peker, Hilal

2017-01-01

This study examined a teacher's prompting strategies and the use of dynamic assessment (DA) in an inclusive prekindergarten French program. Prior research has shown that DA is an effective method to assess both foreign language learning and first language development for typically developing students and for students with special needs, as well as…
Impact of the School Coexistence on Academic Performance According to Perception of Typically Developing and Special Educational Needs Students

ERIC Educational Resources Information Center

Cerda, Gamal A.; Salazar, Yasna S.; Guzmán, Cristian E.; Narváez, Gabriela

2018-01-01

This descriptive correlational study aims to compare the perception about eight dimensions of school coexistence of typically developing high school students (n = 545) and students with special educational needs (n = 75) from Chile and their relationship with the general academic performance. Based on the analysis of hierarchical and…
Evaluation of the Class Pass Intervention for Typically Developing Students with Hypothesized Escape-Motivated Disruptive Classroom Behavior

ERIC Educational Resources Information Center

Cook, Clayton R.; Collins, Tai; Dart, Evan; Vance, Michael J.; McIntosh, Kent; Grady, Erin A.; DeCano, Policarpio

2014-01-01

The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape-motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for…
Graduate and Undergraduate Students Together: An Experiential Learning Model for Teaching Student Development Theory in Student Personnel Preparation Programs.

ERIC Educational Resources Information Center

Champagne, Delight E.

Undergraduates on college campuses are one of the best resources for learning about college student development. Nonetheless, graduate programs which prepare student personnel professionals have typically neglected to involve undergraduates in courses which attempt to teach student development theory and research. Without input and feedback from…
Review: typically-developing students' views and experiences of inclusive education.

PubMed

Bates, Helen; McCafferty, Aileen; Quayle, Ethel; McKenzie, Karen

2015-01-01

The present review aimed to summarize and critique existing qualitative studies that have examined typically-developing students' views of inclusive education (i.e. the policy of teaching students with special educational needs in mainstream settings). Guidelines from the Centre for Reviews and Dissemination were followed, outlining the criteria by which journal articles were identified and critically appraised. Narrative Synthesis was used to summarize findings across studies. Fourteen studies met the review's inclusion criteria and were subjected to quality assessment. Analysis revealed that studies were of variable quality: three were of "good" methodological quality, seven of "medium" quality, and four of "poor" quality. With respect to findings, three overarching themes emerged: students expressed mostly negative attitudes towards peers with disabilities; were confused by the principles and practices of inclusive education; and made a number of recommendations for improving its future provision. A vital determinant of the success of inclusive education is the extent to which it is embraced by typically-developing students. Of concern, this review highlights that students tend not to understand inclusive education, and that this can breed hostility towards it. More qualitative research of high methodological quality is needed in this area. Implications for Rehabilitation Typically-developing students are key to the successful implementation of inclusive education. This review shows that most tend not to understand it, and can react by engaging in avoidance and/or targeted bullying of peers who receive additional support. Schools urgently need to provide teaching about inclusive education, and increase opportunities for contact between students who do and do not receive support (e.g. cooperative learning).
Drivers of Engagement in Professional Development Activity: A Study of Undergraduate Business Majors

ERIC Educational Resources Information Center

Snell, Corinne M.

2012-01-01

Since college and university students typically vary in their utilization of student services and resources, the variance in undergraduate business student engagement levels in professional development activity was explored by this quantitative study. Professional development is defined as career-related preparation of students for entry into the…
The effect of different stimulus attributes on the attentional performance of children with attention deficit/hyperactivity disorder and dyslexia.

PubMed

Wang, Li-Chih; Tsai, Huang-Ju; Yang, Hsien-Ming

2013-11-01

While teachers have traditionally used the interesting objects to increase student attention in the classroom, evidence supporting the effectiveness of this method is lacking. The present study investigated the influence of different stimulus attributes for typical developing students and for students with attention deficit/hyperactivity disorder (ADHD) and dyslexia. Thirty children with ADHD, 30 children with dyslexia, and 30 typical developing students were tested using a measuring tool that was constructed by the authors to assess their sustained attention and selective attention on the geometric-figure assessment and the interesting-figure assessment. The geometric-figure assessment included a square, circle, trapezium, and triangle; and the interesting-figure assessment included a house, cat, hand, and tree. While the typical developing group showed better selective attention on the geometric-figure assessment, there was no difference between the dyslexic group and the ADHD group with respect to selective attention. Furthermore, the typical developing and dyslexic groups did not differ in the geometric-figure assessment in sustained attention and were both better in this area than the ADHD group. In the interesting-figure assessment, the typical developing and dyslexic groups performed similarly in sustained attention, but selective attention of the dyslexic group improved more than the ADHD group, similar to the typical developing group. Both selective attention of the dyslexic group and sustained attention of the ADHD group showed positive significant differences in the interesting-figure assessment, but sustained attention of the dyslexic group and selective attention of the ADHD group showed little difference in the interesting-figure assessment. Surprisingly, the typical developing group did not show any significant difference in the interesting-figure assessment, possibly because they had previously demonstrated a ceiling effect in the geometric-figure assessment. Copyright © 2013 Elsevier Ltd. All rights reserved.
Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit

NASA Astrophysics Data System (ADS)

Chiu, Jennifer L.; Linn, Marcia C.

2014-02-01

This paper describes the design and impact of an inquiry-oriented online curriculum that takes advantage of dynamic molecular visualizations to improve students' understanding of chemical reactions. The visualization-enhanced unit uses research-based guidelines following the knowledge integration framework to help students develop coherent understanding by connecting and refining existing and new ideas. The inquiry unit supports students to develop connections among molecular, observable, and symbolic representations of chemical reactions. Design-based research included a pilot study, a study comparing the visualization-enhanced inquiry unit to typical instruction, and a course-long comparison study featuring a delayed posttest. Students participating in the visualization-enhanced unit outperformed students receiving typical instruction and further consolidated their understanding on the delayed posttest. Students who used the visualization-enhanced unit formed more connections among concepts than students with typical textbook and lecture-based instruction. Item analysis revealed the types of connections students made when studying the curriculum and suggested how these connections enabled students to consolidate their understanding as they continued in the chemistry course. Results demonstrate that visualization-enhanced inquiry designed for knowledge integration can improve connections between observable and atomic-level phenomena and serve students well as they study subsequent topics in chemistry.
Factors Associated with Individual Differences in Reading Comprehension for Typically-Developing Students and for a Pilot Sample of Students Diagnosed with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Weissinger, Kristen M.

2013-01-01

This study investigated some of the underlying factors that may relate to and predict the reading comprehension of children in fourth through eighth grade (N = 47). A subset of these children previously had been diagnosed with autism spectrum disorders (ASD; n = 10); the remainder are classified as typically-developing (n = 37). The participants…
The rules of the game: properties of a database of expository language samples.

PubMed

Heilmann, John; Malone, Thomas O

2014-10-01

The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Using a favorite game or sport protocol, language samples were collected from 235 typically developing students in Grades 5, 6, 7, and 9. Twelve language measures were summarized from this database and analyses were completed to test for differences across ages and topics. To determine whether distinct dimensions of oral language could be captured with language measures from these expository samples, a factor analysis was completed. Modest differences were observed in language measures across ages and topics. The language measures were effectively classified into four distinct dimensions: syntactic complexity, expository content, discourse difficulties, and lexical diversity. Analysis of expository data provides a functional and curriculum-based assessment that has the potential to allow clinicians to document multiple dimensions of children's expressive language skills. Further development and testing of the database will establish the feasibility of using it to compare individual students' expository discourse skills to those of their typically developing peers.
Development of an Instrument to Measure Student Use of Academic Success Skills: An Exploratory Factor Analysis

ERIC Educational Resources Information Center

Carey, John; Brigman, Greg; Webb, Linda; Villares, Elizabeth; Harrington, Karen

2014-01-01

This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors.
The Rules of the Game: Properties of a Database of Expository Language Samples

ERIC Educational Resources Information Center

Heilmann, John; Malone, Thomas O.

2014-01-01

Purpose: The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Method: Using a favorite game or sport protocol, language samples were collected from 235 typically developing…
Investigating the Development of Graduate Students' Multicultural Competence in Student Affairs Professional Preparation

ERIC Educational Resources Information Center

Iverson, Susan V.; Seher, Christin L.

2017-01-01

Graduate programs typically provide the diversity coursework needed for students to develop the multicultural competencies necessary to fulfill their roles, yet the overall effectiveness of these educational experiences and their influence on the development of multicultural competence is unclear. This article describes a study designed to measure…
Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula

ERIC Educational Resources Information Center

Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John

2015-01-01

High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…
Length Effects in Pseudo-Word Spelling: Stronger in Dyslexic than in Non-Dyslexic Students

ERIC Educational Resources Information Center

Juul, Holger; Petersen, Dorthe Klint

2017-01-01

It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We…
The "Real Experience" Industry: Student Development Projects and the Depoliticisation of Poverty

ERIC Educational Resources Information Center

Hickel, Jason

2013-01-01

Participation in development projects in the Global South has become one of the most sought-after activities among American and British high school graduates and college students. In the United States this often takes the form of Alternative Spring Break trips, while in Britain students typically pursue development work during their "gap…

Academic Performance Enhancement Drugs in Higher Education

ERIC Educational Resources Information Center

Aikins, Ross Douglas

2012-01-01

Higher education is a place where students are known to navigate various stages of psychosocial development, and experiment with psychoactive substances. Extant research detailing the relationship between drugs and student development typically frame the impact of substance use as exclusively negative or harmful to student health and the outcomes…
A Descriptive Review of ADHD Coaching Research: Implications for College Students

ERIC Educational Resources Information Center

Ahmann, Elizabeth; Tuttle, Lisa Joy; Saviet, Micah; Wright, Sarah D.

2018-01-01

Relative to their typically developing peers, college students with Attention Deficit/Hyperactivity Disorder (ADHD) often have poorer adjustment to college, higher rates of class withdrawal and academic probation, and lower rates of retention. Supportive services for these students are still being researched and developed. ADHD…
A Behavior Management Seminar for Special or General Education Graduate Students

ERIC Educational Resources Information Center

Schindelheim, Franklin D.

2010-01-01

The purpose of this qualitative study was to identify the classroom management needs of graduate education students in one college, and develop a seminar that emerged from the research. Researchers have shown that professional development provided for graduate education students typically deals with curriculum and instructional methodologies…
Longitudinal Models of Reading Achievement of Students with Learning Disabilities and without Disabilities

ERIC Educational Resources Information Center

Sullivan, Amanda L.; Kohli, Nidhi; Farnsworth, Elyse M.; Sadeh, Shanna; Jones, Leila

2017-01-01

Objective: Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. Method: We drew an analytic sample of 1,990 students from…
Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

NASA Astrophysics Data System (ADS)

Larrinaga McGee, Patria Maria

Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science learning. Students' learning needs appeared related to (a) depth of science knowledge, and (b) written communication in science. Students' performances and attitudes suggested a continuum of readiness for science inquiry. Differences in performances and attitudes revealed curricular, personal, social, cultural, cognitive, metacognitive, and linguistic aspects that could impact science learning and literacy development. Implications for instruction and assessment were discussed. Suggestions for further research were presented.
Developing Student Communication Skills while Assisting Nonprofit Organizations

ERIC Educational Resources Information Center

Addams, H. Lon; Woodbury, Denise; Allred, Tony; Addams, Joel

2010-01-01

Business writing instructors work diligently at raising the level of student writing performance in business communication classes. Some students, however, need additional motivation to apply writing concepts and perform to their highest level. Typically, business students are confronted with hypothetical writing situations, such as claim letters,…
Involving Students in Developing Math Tests

ERIC Educational Resources Information Center

Rapke, Tina

2017-01-01

Many studies have claimed that traditional testing actually promotes students' use of superficial approaches to learning. When preparing to take tests, students typically memorize and cram rather than understanding the material and gaining new perspectives. This article describes how the author recast traditional tests by having students take a…
Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…
Surveying Inclusion in Greece: Empirical Research in 2683 Primary School Students

ERIC Educational Resources Information Center

Soulis, Spyridon-Georgios; Georgiou, Alexandra; Dimoula, Katerina; Rapti, Danai

2016-01-01

Students' point of view for inclusion and for their classmates with disability is essential for its successful implementation. The objectives of this work are to examine the primary school students' attitudes towards students with disabilities. The findings of the research indicate that the majority of typically developing students has a positive…
Examining Metacognition in Hearing and Deaf/Hard of Hearing Students: A Comparative Study.

ERIC Educational Resources Information Center

Al-Hilawani, Yasser A.

2001-01-01

The metacognitive performance of 87 Arab typically developing adolescents and 20 Arab adolescents with deafness was examined. There was no significant difference between the students in metacognitive performance, nor were there gender-based differences among students with deafness. However, hearing female students scored significantly higher on…
Student Perceptions of Classroom Achievement Goal Structure: Is It Appropriate to Aggregate?

ERIC Educational Resources Information Center

Lam, Arena C.; Ruzek, Erik A.; Schenke, Katerina; Conley, AnneMarie M.; Karabenick, Stuart A.

2015-01-01

Student reports are a common approach to characterizing how students experience their classrooms. We used a recently developed method--multilevel confirmatory factor analysis--to determine whether commonly employed measures of achievement goal structure constructs (mastery and performance) typically verified at the student level can be verified at…
Distributional Learning in College Students with Developmental Language Disorder

ERIC Educational Resources Information Center

Hall, Jessica; Van Horne, Amanda Owen; McGregor, Karla K.; Farmer, Thomas

2017-01-01

Purpose: This study examined whether college students with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership in a way similar to their typically developing (TD) peers. Method: Seventeen college students with DLD and 17 TD college students participated…
Developing a Tool to Evaluate Differences in Beliefs about Science Teaching and Learning among Freshman Science Student Teachers from Different Science Teaching Domains: A Case Study

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo; Valanides, Nicos

2008-01-01

This paper presents a pilot case study on developing a qualitative tool to evaluate science student teachers' beliefs concerning science teaching and learning. The study is based on student teachers' drawings of themselves in a typical classroom situation and four open questions. Data was collected from 104 freshman science student teachers, and…
Urban Middle School Students' Stereotypes at the Intersection of Sexual Orientation, Ethnicity, and Gender.

PubMed

Ghavami, Negin; Peplau, Letitia Anne

2018-05-01

Heterosexual urban middle school students' (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (M age = 12.36 years) rated Facebook-like profiles of peers who varied by gender, ethnicity, and sexual orientation. Several hypotheses about how the gender, ethnicity, and sexual orientation of target peers intersect to shape stereotypes were tested. As predicted, a peer's sexual orientation determined stereotypes of gender typicality, with gay and lesbian students viewed as most atypical. As expected, ethnicity shaped stereotypes of intelligence, with Asian American students seen as most intelligent. Gender, ethnicity, and sexual orientation independently and jointly affected stereotypes of aggression. These results demonstrate the value of an intersectional approach to the study of stereotypes. Implications for future research and practice are offered. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.
Is Developing Employability Skills Relevant to Adult Language Students?

ERIC Educational Resources Information Center

Beaven, Tita

2016-01-01

Open University (OU) students are typically mature students who combine studying part-time with work or caring responsibilities; the average age of OU language students has been dropping, and about 30% of our new students are now under 25. The traditional view of adult learners who study languages is that they often study for pleasure or personal…
The Impact of Missionary Service on the Spiritual Development and Psychological Wellbeing of Mormon College Students

ERIC Educational Resources Information Center

Melton, Brian S.

2017-01-01

Mormon college students may leave or delay their studies to serve missions for their church, typically for 18 to 24 months. This dissertation studies the impact of serving a mission on the spiritual development and psychological wellbeing of these students. Using a two-factor ANOVA fixed-effects, nonexperimental design, five measurement scales on…
Typical School Personnel Developing and Implementing Basic Behavior Support Plans

ERIC Educational Resources Information Center

Strickland-Cohen, M. Kathleen; Horner, Robert H.

2015-01-01

We evaluated the ability of typical school personnel with basic behavioral training to develop and implement function-based supports for students with mild to moderate problem behaviors. Descriptive results indicated that following four 1-hr training sessions, 13 participants were able to (a) identify interventions that were and were not…
Writing Motivation of Students with Language Impairments

ERIC Educational Resources Information Center

Brouwer, Kyle L.

2012-01-01

This study compared the writing motivation of students with language impairments (LI) and their typically developing (TD) peers. For the study 272 students (33 students with language impairments, 242 TD peers) aged 8-10 years, in 11 elementary schools, were sampled. The two groups completed self-report measures of writing motivation and 20…
Incorporating Students' Self-Designed, Research-Based Analytical Chemistry Projects into the Instrumentation Curriculum

ERIC Educational Resources Information Center

Gao, Ruomei

2015-01-01

In a typical chemistry instrumentation laboratory, students learn analytical techniques through a well-developed procedure. Such an approach, however, does not engage students in a creative endeavor. To foster the intrinsic motivation of students' desire to learn, improve their confidence in self-directed learning activities and enhance their…
Collaborating with the Peace Corps to Maximize Student Learning in Group Counseling

ERIC Educational Resources Information Center

Lambert, Simone; Goodman-Scott, Emily

2013-01-01

This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling…

The Acceptance and Rejection of Peers with ADHD and ASD in General Secondary Education

ERIC Educational Resources Information Center

de Boer, Anke; Pijl, Sip Jan

2016-01-01

The authors focused on analyzing (a) peer acceptance and peer rejection of typically developing students, students with attention deficit hyperactivity disorder (ADHD), and students with autism spectrum disorder (ASD) in general secondary education; (b) attitudes of general secondary-aged students toward peers with ADHD and ASD; and (c) the…
Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

ERIC Educational Resources Information Center

Collins, Alyson A.; Lindström, Esther R.; Compton, Donald L.

2018-01-01

Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading…
Training Paraprofessionals to Improve Socialization in Students with ASD

PubMed Central

Koegel, Robert L.; Kim, Sunny; Koegel, Lynn Kern

2014-01-01

An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. PMID:24671749
Telling Our Stories: Using Autoethnography to Construct Identities at the Intersections

ERIC Educational Resources Information Center

Drechsler Sharp, Marybeth; Riera, Jose-Luis; Jones, Susan R.

2012-01-01

Scholarly inquiry into identity development is a foundation of the student affairs field; typically, such scholarship examines domains of student development as discrete entities. This paper explains the process an autoethnographic research group employed to explore how multiple identities have been shaped during coresearchers' lifetimes. Findings…
Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia).

PubMed

Mazzocco, Michèle M M; Feigenson, Lisa; Halberda, Justin

2011-01-01

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

ERIC Educational Resources Information Center

Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E.

2016-01-01

Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major…
Making Progress Toward Graduation: Evidence from the Talent Development High School Model

ERIC Educational Resources Information Center

Kemple, James J.; Herlihy, Corinne M.; Smith, Thomas J.

2005-01-01

In low-performing public high schools in U.S. cities, high proportions of students drop out, students who stay in school typically do not succeed academically, and efforts to make substantial reforms often meet with little success. The Talent Development High School model is a comprehensive school reform initiative that has been developed to…
Successes with Reversing the Negative Student Attitudes Developed in Typical Biology Classes for 8th and 10th Grade Students

ERIC Educational Resources Information Center

Hacieminoglu, Esme; Ali, Mohamed Moustafa; Oztas, Fulya; Yager, Robert E.

2016-01-01

The purpose of this study is to compare changes in attitudes of students about their study of biology in the classes thought by five biology teachers who experienced an Iowa Chautauqua workshop with and two non-Chautauqua teachers who had no experience with any professional development program. The results indicated that there are significant…
Measuring adjustment in Japanese juvenile delinquents with learning disabilities using Japanese version of Kaufman Assessment Battery for Children II.

PubMed

Kumagami, Takashi; Kumagai, Keiko

2014-10-01

The aim of this study was to create a profile of the cognitive and academic abilities of juvenile delinquents (JD) in Japan using the newly validated Japanese version of the Kaufman Assessment Battery for Children, Second Edition (KABC-II-J). We administered the KABC-II-J to 22 JD (Mage = 15.9 years, standard deviation [SD] = 1.4), 28 typically developing high school students (Mage = 16.0 years, SD = 0.08), and (as controls) 12 special education students (Mage = 16.9, SD = 0.83) with mild intellectual disabilities. We observed significant differences between JD and typically developing students on learning index of the Mental Process Index, and the vocabulary, reading, writing, and mathematics indices on the Achievement Index. JD had lower scores than did typically developing high school students. Fourteen JD had a 1 SD discrepancy (43%) in scores on these indices. These cases were suspected of having learning disabilities. The KABC-II-J is a suitable means of assessing academic and cognitive problems in JD; professionals working in the field of juvenile delinquency should recognize that offenders might have severe academic delays and learning disabilities. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.
Comparison of the Learning Styles of Students with Autism versus Typical Elementary-School Students

ERIC Educational Resources Information Center

Friedlander, Diana

2010-01-01

Developing successful educational opportunities for students with autism has long been a challenge for educators. Although medical research is making great strides in the treatment and etiology of autism, as more and more students with autism are learning alongside their peers in the general education classroom the struggle to find effective…
Graduate Students' Practicum Experiences Instructing Students with Severe and Profound Disabilities in Physical Education

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin A.

2017-01-01

Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is…
Exploring the Efficacy of "The Word within the Word" for Gifted and Typically Developing Students

ERIC Educational Resources Information Center

Gallagher, Shelagh A.

2017-01-01

An exploratory study of the efficacy of "The Word Within the Word" tested students' abilities to recognize, use, and recall vocabulary. Ten middle school teachers and their 493 students participated. Five teachers used "The Word Within the Word", and five used traditional vocabulary materials. Students completed an out-of-level…
Examining the Outcomes of Including Students with Disabilities in a Bullying/Victimization Intervention

ERIC Educational Resources Information Center

Graybill, Emily C.; Vinoski, Erin; Black, Mary; Varjas, Kris; Henrich, Christopher; Meyers, Joel

2016-01-01

Students with disabilities are bullied at rates disproportionate to their typically developing peers, yet we know little about effective interventions to reduce the rates of victimization among students with disabilities across all disability categories. This study examined the effectiveness of the inclusive Bullying/Victimization Intervention…
Teaching Writing in Graduate School

ERIC Educational Resources Information Center

Sallee, Margaret; Hallett, Ronald; Tierney, William

2011-01-01

Graduate students are typically expected to know how to write. Those who write poorly are occasionally penalized, but little in-class attention is given to help students continue to develop and refine their writing skills. More often than not, writing courses at the graduate level are remedial programs designed for international students and…
A Structural Model for Student Outcomes: Assessment Programs in Community Colleges.

ERIC Educational Resources Information Center

Altieri, Guy

1990-01-01

Presents a model for establishing a community college student outcomes assessment program, listing types of student outcomes that should be assessed, and sources of information and measures typically used to assess the outcomes. Reviews steps in program development and in tailoring the program to the college. (DMM)
Rhetorical Analysis as Introductory Speech: Jumpstarting Student Engagement

ERIC Educational Resources Information Center

Malone, Marc P.

2012-01-01

When students enter the basic public speaking classroom,When students enter the basic public speaking classroom, they are asked to develop an introductory speech. This assignment typically focuses on a speech of self-introduction for which there are several pedagogical underpinnings: it provides an immediate and relatively stress-free speaking…
Spiral Learning: An Introductory Course on Reading LOTE Online

ERIC Educational Resources Information Center

Schuetze, Ulf

2010-01-01

In teaching reading, authentic texts with abundant lexical items and complex grammatical structures are typically used (Roche, 1992). Unfortunately, this has been a challenge for students enrolled in reading courses developed for English as a Second Language (ESL) as well as Languages Other Than English (LOTE) students. Students often translate…
The role of academic ability in choice of major and persistence in STEM fields

NASA Astrophysics Data System (ADS)

Lucietto, Anne Marie

This study is intended to provide a greater understanding of academic ability and to determine whether it plays a role in the choice of college major. Further, it is also intended to evaluate persistence as it relates to the continuation and modification of choice of major among exceptional students and typical students. The population studied included students from nine public universities in the southeastern United States and spans the timeframe inclusive of 1996 through 2010. These universities are part of a dataset known as Multiple Institutions Database for Investigating Engineering Longitudinal Development (MIDFIELD) project. A quantitative research program was developed and instituted to answer research questions focused on academic ability and persistence. MIDFIELD data was examined for typical and exceptional students, contrasting demographic data, choice of major at matriculation, choice of major after completion of a FYE program, and the timing and choice of new major if changed. Exceptional students are defined and extracted from the typical student data as the top 3% of students using composite SAT scores. The composite scores were derived as a result of adding the mathematical and verbal scores. These datasets were tabulated, graphed and compared cross tabulation and clustering were also used to examine the data. Cluster analysis provides a better understanding of students' change of major and continuation in major areas by grouping data by SAT scores and analyzing the majors most represented in each of the clusters. The findings indicate that academic ability is not a predictor of persistence. However, exceptional students most often choose STEM majors and tend to stay in STEM fields if chosen at matriculation or following the completion of an FYE program. Therefore, students with higher SAT scores and high school GPAs are more likely to choose majors in STEM subject areas. When exceptional students are examined separately, the data indicates that they are most likely to choose an engineering major. While typical students that graduated with a business degree frequently began their study in a FYE program.
School Experiences of Students with Autism Spectrum Disorder within the Context of Student Wellbeing: A Review and Analysis of the Literature

ERIC Educational Resources Information Center

Danker, Joanne; Strnadová, Iva; Cumming, Therese M.

2016-01-01

There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to…
Why and How We Made a Problem Oriented AV Teaching Unit for Chemistry Students.

ERIC Educational Resources Information Center

Mulder, T. H. M.; Verdonk, A. H.

1984-01-01

Describes an audiovisual teaching unit on the chemical laboratory technique of recrystallization which was developed along problem-solving lines and based on observation of student laboratory behavior. Discussion includes usual procedures for developing such units, how this unit solves problems typically associated with teaching, and its general…

Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology

ERIC Educational Resources Information Center

Brusi, Rima; Portnoy, Arturo; Toro, Nilsa

2013-01-01

The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…
Quantitative Skills as a Graduate Learning Outcome of University Science Degree Programmes: Student Performance Explored through the "Planned-Enacted-Experienced" Curriculum Model

ERIC Educational Resources Information Center

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2016-01-01

Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students' quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result,…
Addressing Escape-Maintained Behavior for Students with Developmental Disabilities: A Systematic Review of School-Based Interventions

ERIC Educational Resources Information Center

Dart, Evan H.; Radley, Keith C.; Mason, Benjamin A.; Allen, Justin P.

2018-01-01

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students' behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention…
AVID Students' Perceptions of Intelligence: A Mixed Methods Study

ERIC Educational Resources Information Center

Becker, John Darrell

2012-01-01

Students' perceptions of intelligence have been shown to have an effect on learning. Students who see intelligence as something that can be developed, those with a growth mindset, often experience academic success, while those who perceive intelligence to be a fixed entity are typically less likely to take on challenging learning experiences and…
Using Software Tools to Automate the Assessment of Student Programs.

ERIC Educational Resources Information Center

Jackson, David

1991-01-01

Argues that advent of computer-aided instruction (CAI) systems for teaching introductory computer programing makes it imperative that software be developed to automate assessment and grading of student programs. Examples of typical student programing problems are given, and application of the Unix tools Lex and Yacc to the automatic assessment of…
Development of Accessible Laboratory Experiments for Students with Visual Impairments

ERIC Educational Resources Information Center

Kroes, KC; Lefler, Daniel; Schmitt, Aaron; Supalo, Cary A.

2016-01-01

The hands-on laboratory experiments are frequently what spark students' interest in science. Students who are blind or have low vision (BLV) typically do not get the same experience while participating in hands-on activities due to accessibility. Over the course of approximately nine months, common chemistry laboratory experiments were adapted and…
Do Teaching Assistants Matter? Investigating Relationships between Teaching Assistants and Student Outcomes in Undergraduate Science Laboratory Classes

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Maeng, Jennifer L.; Chiu, Jennie L.; Bell, Randy L.

2017-01-01

This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct laboratory courses, yet little, if any, research examines professional development (PD) for TAs or relationships between instructors and students in laboratory settings. The use of…
Engaging beyond the First College Year: Exploring the Needs of Second-Year Students

ERIC Educational Resources Information Center

Black, Elizabeth L.

2014-01-01

This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year…
Elementary and Middle Grade Students' Constructions of Typicality

ERIC Educational Resources Information Center

Leavy, Aisling M.; Middleton, James A.

2011-01-01

This study addresses the measures chosen by students when selecting or constructing indices to properties of distributions of data. A series of individual teaching experiments were conducted to provide insight into the development of five 4th to 8th grade students' conceptualizations of distribution over the course of 8 weeks of instruction.…
The Differences in Scores and Self-Efficacy by Student Gender in Mathematics and Science

ERIC Educational Resources Information Center

Louis, Rachel A.; Mistele, Jean M.

2012-01-01

Typically, mathematics and science are seen as linked together, where both subjects involve numbers, critical thinking, and problem solving. Our study aims to develop a better understanding of the connections between student's achievement scores in mathematics and science, student gender, and self-efficacy. We used the Trends in International…
Use of Sounding Out to Improve Spelling in Young Children

ERIC Educational Resources Information Center

Mann, Tracie B.; Bushell, Don, Jr.; Morris, Edward K.

2010-01-01

We examined the effects of teaching 5 typically developing elementary students to sound out their spelling words while writing them using the cover-copy-compare (CCC) method to practice spelling. Each student's posttest performance following practice with sounding out was compared to that student's posttest performance following practice with no…
Filling in the Gaps: A Theoretical Grounding for an Education Programme for Adolescent Socioemotional and Vocational Development in Ireland

ERIC Educational Resources Information Center

Clerkin, Aidan

2018-01-01

Since the 1970s, schools in Ireland have offered an optional programme known as 'Transition Year' midway through secondary education, when students are typically 15 years old. It lasts one academic year and aims to promote maturity, social development and vocational exploration, and to give students a chance to develop personal and intellectual…
Beyond High School: A Look Back on Student and Teacher Perspectives on Their Participation with Inclusive Friendship Programs in High School

ERIC Educational Resources Information Center

Regester, April

2009-01-01

Research has shown inclusive education to be extremely beneficial for students with developmental disabilities. One reported benefit is the increased accessibility to typical peers with the implication of increased opportunities to develop meaningful friendships. Many researchers and educators have developed strategies to help facilitate the…
Risk Factors in the Development of Behaviour Difficulties among Students with Special Educational Needs and Disabilities: A Multilevel Analysis

ERIC Educational Resources Information Center

Oldfield, Jeremy; Humphrey, Neil; Hebron, Judith

2017-01-01

Background: Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. Aim: The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. Sample: The study sample comprised…
2011 Hans O. Mauksch Address: Teaching for Whom?

ERIC Educational Resources Information Center

Zipp, John F.

2012-01-01

In this article, I ask for whom is our teaching developed? Although we typically think that it is developed for our students, there appears to be a considerable gap between how our curriculum, especially Introductory Sociology is organized, and what we know about current college students. Drawing on data on enrollment in sociology and overall in…
Effectiveness of Mastering Math Facts on Second- and Third-Grade Students with Specific Learning Disabilities in Mathematics

ERIC Educational Resources Information Center

Fries, Karen M.

2013-01-01

Students with specific learning disabilities (SLD) in mathematics can typically experience long-lasting problems when developing fluency with basic math facts despite the use of evidence-based practices. One recently developed intervention to promote memorization and fact-fluency is Mastering Math Facts (MMF). MMF is a commercially-available…
Socio-Sexual Education: A Practical Study in Formal Thinking and Teachable Moments

ERIC Educational Resources Information Center

Wagner, Paul A.

2011-01-01

Sex education is almost as sensitive a topic in public schooling as is the imposition of high-stakes testing. Both typically claim to be value-free contributions to the development of the student's cognitive, psychological and sometimes even moral maturity. Ironically each seems to short-change students in all three areas of development. The focus…
Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

ERIC Educational Resources Information Center

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…
A basic recursion concept inventory

NASA Astrophysics Data System (ADS)

Hamouda, Sally; Edwards, Stephen H.; Elmongui, Hicham G.; Ernst, Jeremy V.; Shaffer, Clifford A.

2017-04-01

Recursion is both an important and a difficult topic for introductory Computer Science students. Students often develop misconceptions about the topic that need to be diagnosed and corrected. In this paper, we report on our initial attempts to develop a concept inventory that measures student misconceptions on basic recursion topics. We present a collection of misconceptions and difficulties encountered by students when learning introductory recursion as presented in a typical CS2 course. Based on this collection, a draft concept inventory in the form of a series of questions was developed and evaluated, with the question rubric tagged to the list of misconceptions and difficulties.
Cultivating a Growth Mindset in Students at a High-Achieving High School

ERIC Educational Resources Information Center

Fegley, Alan D.

2010-01-01

The purpose of this EPP is to develop a plan for changing the mindset of a large number of Haddonfield Memorial High School (HMHS) students from a fixed mindset to a growth mindset. HMHS is by most conventional measures a high performing school. Typically 100% of the students graduate with 96% of the students attending two or four year colleges…

Associated Effects of Automated Essay Evaluation Software on Growth in Writing Quality for Students with and without Disabilities

ERIC Educational Resources Information Center

Wilson, Joshua

2017-01-01

The present study examined growth in writing quality associated with feedback provided by an automated essay evaluation system called PEG Writing. Equal numbers of students with disabilities (SWD) and typically-developing students (TD) matched on prior writing achievement were sampled (n = 1196 total). Data from a subsample of students (n = 655)…
Autistic traits and social anxiety predict differential performance on social cognitive tasks in typically developing young adults

PubMed Central

Burk, Joshua A.; Fleckenstein, Katarina; Kozikowski, C. Teal

2018-01-01

The current work examined the unique contribution that autistic traits and social anxiety have on tasks examining attention and emotion processing. In Study 1, 119 typically-developing college students completed a flanker task assessing the control of attention to target faces and away from distracting faces during emotion identification. In Study 2, 208 typically-developing college students performed a visual search task which required identification of whether a series of 8 or 16 emotional faces depicted the same or different emotions. Participants with more self-reported autistic traits performed more slowly on the flanker task in Study 1 than those with fewer autistic traits when stimuli depicted complex emotions. In Study 2, participants higher in social anxiety performed less accurately on trials showing all complex faces; participants with autistic traits showed no differences. These studies suggest that traits related to autism and to social anxiety differentially impact social cognitive processing. PMID:29596523
Real-Time Evaluation: Exploring Effects on Instructional Quality and Learning Enhancement

ERIC Educational Resources Information Center

DeSimone, Charles P.

2016-01-01

Evaluation of instruction has typically occurred during development, before implementation, and after course completion. The problem is that evaluation is typically post delivery; courses are not traditionally updated in real time with feedback from students in the classroom. However the potential to evaluate and modify instruction during delivery…
A Parent-Implemented, Technology-Mediated Approach to Increasing Self-Management Homework Skills in Middle School Students with Autism

ERIC Educational Resources Information Center

Hampshire, Patricia K.; Allred, Keith W.

2018-01-01

Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered…
Contributions of Phonological Awareness, Phonological Short-Term Memory, and Rapid Automated Naming, toward Decoding Ability in Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Soltani, Amanallah; Roslan, Samsilah

2013-01-01

Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual…
Building Professional Social Media Communications Skills: A STEM-Originated Course with University-Wide Student Appeal

ERIC Educational Resources Information Center

Baim, Susan A.

2016-01-01

Routine correspondence with the author's business technology students indicated the need for increased skill and professionalism in social media communications as a key driver of successful career development strategies. A new course designed to assist students in transitioning from typical, casual social media use to the more rigorous and…
Peer-Facilitated Discrete Trial Training for Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Young, K. Richard; Radley, Keith C.; Jenson, William R.; West, Richard P.; Clare, Susan K.

2016-01-01

In 2 studies, we evaluated the feasibility and efficacy of peer-mediated, school-based discrete trial training (DTT) for students with autism spectrum disorder (ASD). In the first, 6 typically developing elementary-age students were trained to use DTT procedures to teach target academic skills to 3 students with ASD who had been educated in a…
English Learner Student Characteristics and Time to Reclassification: An Example from Washington State. REL 2016-128

ERIC Educational Resources Information Center

Greenberg Motamedi, Jason; Singh, Malkeet; Thompson, Karen D.

2016-01-01

How long does it typically take English learner students to develop English language proficiency? And how does this time vary by student characteristics such as English proficiency at entry to kindergarten, gender, and home language? The answers to these questions can provide valuable information to districts and schools. Regional Educational…
Student-driven courses on the social and ecological responsibilities of engineers : commentary on "student-inspired activities for the teaching and learning of engineering ethics".

PubMed

Baier, André

2013-12-01

A group of engineering students at the Technical University of Berlin, Germany, designed a course on engineering ethics. The core element of the developed Blue Engineering course are self-contained teaching-units, "building blocks". These building blocks typically cover one complex topic and make use of various teaching methods using moderators who lead discussions, rather than experts who lecture. Consequently, the students themselves started to offer the credited course to their fellow students who take an active role in further developing the course themselves.
A Simulated Hospital Pharmacy Module Using an Electronic Medical Record in a Pharmaceutical Care Skills Laboratory Course

PubMed Central

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

2013-01-01

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

ERIC Educational Resources Information Center

Radaj, Jane M.

2013-01-01

The study examined the contributions of "orthographic processing" factors to the spelling achievement of typically developing middle-elementary students. The researcher framed orthographic processing as a multilinguistic, multidimensional construct involving process factors related to procedural orthographic operations and product…
The images of scientists and science among Hebrew- and Arabic-speaking pre-service teachers in Israel

NASA Astrophysics Data System (ADS)

Rubin, Edna; Cohen, Ariel

2003-07-01

This study investigated the image of scientists held by Israeli pre-service teachers, the majority of whom were female. The population consisted of students belonging to two cultures, Hebrew-speaking and Arabic-speaking. The DAST ('Draw-a-Scientist-Test') tool and other tools, some of which were developed specifically for this research, tested the image of the scientist as perceived by the participants. It was found that the image of the scientist is perceived as predominantly male, a physicist or a chemist, working in a laboratory typical of the eighteenth, nineteenth or the early-twentieth century. Students did not differentiate between scientists and inventors. Different images were held in the two cultures. Most of the Arabic-speaking students put Classical Islamic scientists near the top of their lists and thought of the scientist as an Arab male, while the Hebrew-speaking students' was as a typical Western male. Recommendations, resulting from the findings, for developing a new learning unit for the purpose of altering stereotypes are suggested.
Recommendations of School Students with Autism Spectrum Disorder and Their Parents in Regard to Bullying and Cyberbullying Prevention and Intervention

ERIC Educational Resources Information Center

Carrington, Suzanne; Campbell, Marilyn; Saggers, Beth; Ashburner, Jill; Vicig, Fiona; Dillon-Wallace, Julie; Hwang, Yoon-Suk

2017-01-01

Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional…
A Bioinformatics Module for Use in an Introductory Biology Laboratory

ERIC Educational Resources Information Center

Alaie, Adrienne; Teller, Virginia; Qiu, Wei-gang

2012-01-01

Since biomedical science has become increasingly data-intensive, acquisition of computational and quantitative skills by science students has become more important. For non-science students, an introduction to biomedical databases and their applications promotes the development of a scientifically literate population. Because typical college…
Visceral Pedagogy: Teaching Challenging Topics Emotionally as Well as Cognitively

ERIC Educational Resources Information Center

Pierce, Joseph; Widen, Holly

2017-01-01

This article explores the pedagogical implications of students' embodied and emotional reactions to difficult course material inside and outside of the classroom. Scholarship on teaching typically focuses on dimensions of students' cognitive engagement and development, yet geographical coursework often involves emotionally fraught topics:…
Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

PubMed

McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

2018-05-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.
Examining the Predominant Parenting Style for Students in Academically Accelerated 8th Grade Math Classes as Compared to Students in Typical Math Classes

ERIC Educational Resources Information Center

Boyd, Melody

2013-01-01

Parenting style has been shown to have significant impact on a child's development. Baumrind developed the concept of three parenting styles that is still used today including: Authoritarian/controlling, authoritative/directive, and permissive. Of these, the authoritative/directive parenting style has proven the most effective with children.…
Impact of the Developing Mathematical Ideas Professional Development Program on Grade 4 Students' and Teachers' Understanding of Fractions. REL 2017-256

ERIC Educational Resources Information Center

Jayanthi, Madhavi; Gersten, Russell; Taylor, Mary Jo; Smolkowski, Keith; Dimino, Joseph

2017-01-01

Contemporary state math standards emphasize that students must demonstrate an understanding of the mathematical ideas underlying the computations that have typically been the core of the elementary school math curriculum. The standards have put an increased emphasis on the study of fractions in upper elementary grades, which are the years during…
Development and Factor Analysis of the Protective Factors Index: A Report Card Section Related to the Work of School Counselors

ERIC Educational Resources Information Center

Bass, Gwen; Lee, Ji Hee; Wells, Craig; Carey, John C.; Lee, Sangmin

2015-01-01

The scale development and exploratory and confirmatory factor analyses of the Protective Factor Index (PFI) is described. The PFI is a 13-item component of elementary students' report cards that replaces typical items associated with student behavior. The PFI is based on the Construct-Based Approach (CBA) to school counseling, which proposes that…
Influence of Deviant Behaviours in Workgroups in Relation with Group Composition

ERIC Educational Resources Information Center

Desbiens, Nadia; Levasseur, Caroline; Roy, Normand

2016-01-01

The potential for behaviourally challenged students to negatively impact typically developing students is a concern shared by many parents and teachers. However, deviant peer influence during workgroup activities has not been thoroughly investigated through systematic observation of deviant interactions. This study compares sequences of deviant…

Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom

ERIC Educational Resources Information Center

Bergquist, Emily; Holbeck, Rick

2014-01-01

Formative assessments are an important part of the teaching and learning cycle. Instructors need to monitor student learning and check for understanding throughout the instructional phase of teaching to confirm that students understand the objective before embarking on the summative assessment. Typically, online classrooms are developed with…
The Impromptu Gauntlet: An Experiential Strategy for Developing Lasting Communication Skills

ERIC Educational Resources Information Center

Yale, Robert N.

2014-01-01

Typical business communication courses provide significantly more opportunities for students to hone their skills in writing compared with speaking. This article outlines an impromptu speech assignment and explains a course-level strategy for providing each student with more than 30 significant speaking opportunities during a term. This approach…
Academic Buoyancy: Towards an Understanding of Students' Everyday Academic Resilience

ERIC Educational Resources Information Center

Martin, Andrew J.; Marsh, Herbert W.

2008-01-01

Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult…
Experiential Engineering through iGEM--An Undergraduate Summer Competition in Synthetic Biology

ERIC Educational Resources Information Center

Mitchell, Rudolph; Dori, Yehudit Judy; Kuldell, Natalie H.

2011-01-01

Unlike students in other engineering disciplines, undergraduates in biological engineering typically have limited opportunity to develop design competencies, and even fewer chances to implement their designed projects. The international Genetically Engineered Machines (iGEM) competition is a student Synthetic Biology competition that, in 2009,…
Explorations in Using Arts-Based Self-Study Methods

ERIC Educational Resources Information Center

Samaras, Anastasia P.

2010-01-01

Research methods courses typically require students to conceptualize, describe, and present their research ideas in writing. In this article, the author describes her exploration in using arts-based techniques for teaching research to support the development of students' self-study research projects. The pedagogical approach emerged from the…
Including Students with Visual Impairments: Softball

ERIC Educational Resources Information Center

Brian, Ali; Haegele, Justin A.

2014-01-01

Research has shown that while students with visual impairments are likely to be included in general physical education programs, they may not be as active as their typically developing peers. This article provides ideas for equipment modifications and game-like progressions for one popular physical education unit, softball. The purpose of these…
Improving Literacy Achievement for English Learners in Transitional Bilingual Programs.

ERIC Educational Resources Information Center

Saunders, William M.

1999-01-01

Reports on the development and evaluation of a transitional bilingual program for grades 2 through 5. Evaluation results based on achievement of 42 students and 42 comparisons show that the program is more effective than the transition program students typically receive. Discusses implications for education of English learners. (SLD)
Adapting Evidence-Based Interventions for Students with Developmental Disabilities

ERIC Educational Resources Information Center

Gilmore, Linda; Campbell, Marilyn; Shochet, Ian

2016-01-01

Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for effcacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs…
Examining Evidence Construction as the Transformation of the Material World into Community Knowledge

ERIC Educational Resources Information Center

Manz, Eve

2016-01-01

Recent consensus documents in science education (e.g., the Next Generation Science Standards) emphasize helping students develop facility with constructing and critiquing both claims and the evidence that supports them. While students typically view evidence as necessary for supporting scientific claims, they tend to "objectify"…
Careers in Student Affairs: A Holistic Guide to Professional Development in Higher Education

ERIC Educational Resources Information Center

Holzweiss, Peggy C., Ed.; Parrott, Kelli Peck, Ed.

2017-01-01

"Careers in Student Affairs" provides a comprehensive look at being a higher education administrator. Integrating perspectives from both research and practical application, this reader-friendly book addresses contemporary issues in the higher education environment that are not typically covered in the graduate curriculum but that…
Reflections as Near-Peer Facilitators of an Inquiry Project for Undergraduate Anatomy: Successes and Challenges from a Term of Trial-and-Error

ERIC Educational Resources Information Center

Anstey, Lauren M.; Michels, Alison; Szymus, Julianna; Law, Wyanne; Ho, Man-Hymn Edwin; Qu, Fei; Yeung, Ralph T. T.; Chow, Natalie

2014-01-01

Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The…
A community of educators: professional development for graduate students within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Schwab, Josiah; Roth, Nathaniel; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. Graduate students, together with upper-level undergraduates, design and run all Compass programs. We strive to create a community of educators that incorporates best practices from the science education literature. Along the way, we develop experience in curriculum development, fundraising, grant writing, interfacing with university administration, and other aspects of running an effective organization. Our experience in Compass leaves us better poised to be successful researchers, teachers, and mentors.
Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia)

PubMed Central

Mazzocco, Michèle M. M.; Feigenson, Lisa; Halberda, Justin

2015-01-01

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. We hypothesize that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. Here we show that ninth grade students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low-, typically-, and high-achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relationship persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low- from typically-achieving students, suggesting an ANS deficit that is specific to MLD. PMID:21679173
The Effects of Theory of Mind Training on the False Belief Understanding of Deaf and Hard-of-Hearing Students in Prekindergarten and Kindergarten

ERIC Educational Resources Information Center

Tucci, Stacey L.; Easterbrooks, Susan R.; Lederberg, Amy R.

2016-01-01

Data from a growing number of research studies indicate that children with hearing loss are delayed in Theory of Mind (ToM) development when compared to their typically developing, hearing peers. While other researchers have studied the developmental trajectories of ToM in school-age students who are deaf, a limited number have addressed the need…
Differentiating through Literature Circles

ERIC Educational Resources Information Center

Helgeson, John

2017-01-01

This article begins with an example of a typical middle-school experience with literature circles. Students read a common text and come prepared to share and discuss the text based on individual roles they are assigned. Teachers are using this practice to address the complexity levels of texts in order to help students develop the skills they need…
Bed Prism Spectacles

ERIC Educational Resources Information Center

Ribeiro, Jair Lúcio Prados

2018-01-01

We only became aware of the existence of bed prism spectacles when a student brought them to the classroom and asked us about how they work. The device proved to be a fertile source of curiosity among the students, and, to be properly understood, it required us to develop a comparison between reflection in a typical mirror and total internal…
Assessing Parent Perceptions of School Fit: The Development and Measurement Qualities of a Survey Scale

ERIC Educational Resources Information Center

Bahena, Sofía; Schueler, Beth E.; McIntyre, Joseph; Gehlbach, Hunter

2016-01-01

Students whose school environment fits their developmental needs also typically experience academic success and increased motivation. Most investigations of school fit, which focus on teachers' and students' perceptions, have found a general decline in fit across the transition from elementary to middle school. However, little research has…
School-Based Interventions for Students with Substance Abuse

ERIC Educational Resources Information Center

Burrow-Sanchez, Jason J.; Jenson, William R.; Clark, Elaine

2009-01-01

Experimentation with substances is typical for many young people, but unfortunately some will go on to develop substance abuse problems that substantially affect their lives. Successfully intervening with students who use or abuse substances is a challenge for school mental health professionals across the nation. There is a need for evidence-based…
Development of a Scale To Assess Emotional Disturbance.

ERIC Educational Resources Information Center

Epstein, Michael H.; Cullinan, Douglas; Ryser, Gail; Pearson, Nils

2002-01-01

This study reports on the standardization of the Scale for Assessing Emotional Disturbance. Data collected on 2,266 typical students (ages 5- 18) and 1,371 students with emotional disturbances led to the identification of six behavioral problem factors that correspond to the federal definition of emotional disturbance and were highly internally…
Two Portfolio Systems: EFL Students' Perceptions of Writing Ability, Text Improvement, and Feedback

ERIC Educational Resources Information Center

Lam, Ricky

2013-01-01

Research into portfolio assessment ("PA") typically describes teachers' development and implementation of different portfolio models in their respective teaching contexts, however, not much attention is paid to student perceptions of the portfolio approach or its impact on the learning of writing. To this end, this study aims to…

Film as Source Material in Advanced Foreign Language Classes

ERIC Educational Resources Information Center

Kaiser, Mark; Shibahara, Chika

2014-01-01

This paper suggests new ways filmic texts might be employed in advanced foreign language classes. Typically, film has been seen as source material for broadening students' vocabulary or for developing communicative competence. This paper considers what a close reading of a filmic text might offer foreign language educators and students by…
Adjustment to College in an Urban Commuter Setting: The Impact of Gender, Race/Ethnicity, and Athletic Participation

ERIC Educational Resources Information Center

Melendez, Mickey C.

2016-01-01

College student adjustment, success, and retention have been a focus of college administrators and student development professionals for decades. However, national college retention and graduation statistics are typically focused on traditional, residential, full-time, college populations. The purpose of the current study was to examine more…
Building Effective Supervisory Relationships in the Online Counseling Course: Faculty and Student Responsibilities

ERIC Educational Resources Information Center

Cicco, Gina

2014-01-01

This article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100…
Alien or Alike? How the Perceived Similarity Between the Typical Science Teacher and a Student's Self-Image Correlates with Choosing Science at School

NASA Astrophysics Data System (ADS)

Kessels, Ursula; Taconis, Ruurd

2012-12-01

By applying the self-to-prototype matching theory to students' academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students' self-image on the other. A sample of N = 308 Dutch and German students described both themselves and typical teachers representing different school subjects using 65 trait adjectives. The following hypotheses were tested: The typical hard sciences teacher and the typical languages teacher will be perceived as differing in their personal characteristics. The typical physics teachers will be perceived as being less similar to students' own self-image than teachers representing languages. Actual choices students make during secondary school should correlate with the perceived fit between students' self-image and the prototype of teachers representing different school subjects, especially in the less frequent and less popular choices of a math or physics major/profile. The findings supported these hypotheses. The discussion stresses that students acquire not only knowledge about science but also about science culture (sensu Aikenhead) in their science classes and that students' image of science teachers can influence their academic choices.
A community of scientists: cultivating scientific identity among undergraduates within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Aceves, Ana V.; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. For students who enter as freshmen, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Compass encourages undergraduates to develop an identity as a scientist from the beginning of their university experience.
Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study.

PubMed

Woolf, Katherine; Cave, Judith; Greenhalgh, Trisha; Dacre, Jane

2008-08-18

To explore ethnic stereotypes of UK medical students in the context of academic underachievement of medical students from ethnic minorities. Qualitative study using semistructured one to one interviews and focus groups. A London medical school. 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex. Data were analysed using the theory of stereotype threat (a psychological phenomenon thought to negatively affect the performance of people from ethnic minorities in educational contexts) and the constant comparative method. Participants believed the student-teacher relationship was vital for clinical learning. Teachers had strong perceptions about "good" clinical students (interactive, keen, respectful), and some described being aggressive towards students whom they perceived as quiet, unmotivated, and unwilling. Students had equally strong perceptions about "good" clinical teachers (encouraging, interested, interactive, non-aggressive). Students and teachers had concordant and well developed perceptions of the "typical" Asian clinical medical student who was considered over-reliant on books, poor at communicating with patients, too quiet during clinical teaching sessions, and unmotivated owing to being pushed into studying medicine by ambitious parents. Stereotypes of the "typical" white student were less well developed: autonomous, confident, and outgoing team player. Direct discrimination was not reported. Asian clinical medical students may be more likely than white students to be perceived stereotypically and negatively, which may reduce their learning by jeopardising their relationships with teachers. The existence of a negative stereotype about their group also raises the possibility that underperformance of medical students from ethnic minorities may be partly due to stereotype threat. It is recommended that clinical teachers be given opportunities and training to encourage them to get to know their students as individuals and thus foster positive educational relationships with them.
The Work of Play: How Video Games Affect Social Interactions for Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Hiltz, Virginia A.

2017-01-01

This study examines the differences in play behaviors demonstrated by children with Autism Spectrum Disorder (ASD) when they engage in play with typically developing (TD) peers. Pairs of elementary school students, ages eight to 11, engaged in play in three settings: typical school recess, facilitated play led by adults, and kinetic technology…
Statistical mentoring at early training and career stages

DOE PAGES

Anderson-Cook, Christine M.; Hamada, Michael S.; Moore, Leslie M.; ...

2016-06-27

At Los Alamos National Laboratory (LANL), statistical scientists develop solutions for a variety of national security challenges through scientific excellence, typically as members of interdisciplinary teams. At LANL, mentoring is actively encouraged and practiced to develop statistical skills and positive career-building behaviors. Mentoring activities targeted at different career phases from student to junior staff are an important catalyst for both short and long term career development. This article discusses mentoring strategies for undergraduate and graduate students through internships as well as for postdoctoral research associates and junior staff. Topics addressed include project selection, progress, and outcome; intellectual and social activitiesmore » that complement the student internship experience; key skills/knowledge not typically obtained in academic training; and the impact of such internships on students’ careers. Experiences and strategies from a number of successful mentorships are presented. Feedback from former mentees obtained via a questionnaire is incorporated. As a result, these responses address some of the benefits the respondents received from mentoring, helpful contributions and advice from their mentors, key skills learned, and how mentoring impacted their later careers.« less
Statistical mentoring at early training and career stages

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

Anderson-Cook, Christine M.; Hamada, Michael S.; Moore, Leslie M.

At Los Alamos National Laboratory (LANL), statistical scientists develop solutions for a variety of national security challenges through scientific excellence, typically as members of interdisciplinary teams. At LANL, mentoring is actively encouraged and practiced to develop statistical skills and positive career-building behaviors. Mentoring activities targeted at different career phases from student to junior staff are an important catalyst for both short and long term career development. This article discusses mentoring strategies for undergraduate and graduate students through internships as well as for postdoctoral research associates and junior staff. Topics addressed include project selection, progress, and outcome; intellectual and social activitiesmore » that complement the student internship experience; key skills/knowledge not typically obtained in academic training; and the impact of such internships on students’ careers. Experiences and strategies from a number of successful mentorships are presented. Feedback from former mentees obtained via a questionnaire is incorporated. As a result, these responses address some of the benefits the respondents received from mentoring, helpful contributions and advice from their mentors, key skills learned, and how mentoring impacted their later careers.« less
Progression of Chinese Students' Creative Imagination from Elementary Through High School

NASA Astrophysics Data System (ADS)

Ren, Fujun; Li, Xiuju; Zhang, Huiliang; Wang, Lihui

2012-09-01

For almost a century, researchers have studied creative imagination, most typically that of children. This article reports on a study of the development of creative imagination of Chinese youths and its relation to the educational environment. Data consisted of 4,162 students from grades 4 through 12. Findings showed that students' creative imagination increased as the grade in school increased from grades 4 through 11, but decreased slightly at grade 12. Students' creative imagination was lower in elementary school than that in middle school. The pace of development was also different in different stages. In different grades, youths used different ways to express their imagination. Students of 'excellent' academic performance had the highest creative imagination, followed by students of 'fairly good', 'medium' and 'poor' academic performance. Student-centred teaching methods were associated with higher creative imagination. Students whose teachers had a more supportive attitude showed better creative imagination. Finally, taking part in science-related competitions and frequently visiting science venues were related to the development of students' creative imagination. Some implications and recommendations for development of students' creative imagination are also proposed.
Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students

ERIC Educational Resources Information Center

Nelson, Gena; Powell, Sarah R.

2018-01-01

Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 third-grade students on a measure…
Teaching Choice Making to Elementary Students with Mild to Moderate Disabilities

ERIC Educational Resources Information Center

Cote Sparks, Shannon; Cote, Debra L.

2012-01-01

Typically developing children make choices daily. As they transition throughout school, they learn to evaluate the outcomes of their choices. However, elementary-age children with disabilities often experience difficulties in developing choice-making skills. Some of the barriers that impede the development of these skills include poor…
To Fly or Not to Fly: Teaching Advanced Secondary School Students about Principles of Flight in Biological Systems

ERIC Educational Resources Information Center

Pietsch, Renée B.; Bohland, Cynthia L.; Schmale, David G., III.

2015-01-01

Biological flight mechanics is typically taught in graduate level college classes rather than in secondary school classes. We developed an interdisciplinary unit for advanced upper-level secondary school students (ages 15-18) to teach the principles of flight and applications to biological systems. This unit capitalised on the tremendous…
The Evaluation of Reflective Learning Practice: Preparing College Students for Globalization

ERIC Educational Resources Information Center

Richard, Cathleen Becnel

2010-01-01

A problem facing education today is that learning typically requires rote memorization rather than the use of higher-order thinking skills. Higher-order thinking is needed in a global society to solve real world problems, therefore students should be required to develop and practice higher-order thinking skills. The purpose of this mixed method…
"Headache Tools to Stay in School": Assessment, Development, and Implementation of an Educational Guide for School Nurses

ERIC Educational Resources Information Center

Lazdowsky, Lori; Rabner, Jonathan; Caruso, Alessandra; Kaczynski, Karen; Gottlieb, Sarah; Mahoney, Elyse; LeBel, Alyssa

2016-01-01

Background: Headache is the most common type of pain reported in the pediatric population, and chronic headache is an increasingly prevalent and debilitating pain condition in children and adolescents. With large numbers of students experiencing acute headaches and more students with chronic headache reentering typical school settings, greater…
Developing a Technology Enhanced CS0 Course for Engineering Students

ERIC Educational Resources Information Center

Lokkila, Erno; Kaila, Erkki; Lindén, Rolf; Laakso, Mikko-Jussi; Sutinen, Erkki

2016-01-01

The CS0 course in the curriculum typically has the role of introducing students into basic concepts and terminology of computer science. Hence, it is used to form a base on which the subsequent programming courses can build on. However, much of the effort to build better methodologies for courses is spent on introductory programming courses…
Social Media, Professionalism and Higher Education: A Sociomaterial Consideration

ERIC Educational Resources Information Center

Fenwick, Tara

2016-01-01

Within debates about student professionalism and how to develop it in higher education (HE), increasing focus has turned to students' uses of social media. While social media skills are promoted by some HE educators, most emphasis is still given to perceived hazards and abuses of social media in practice. These are typically framed as a matter of…
Writing Self-Efficacy and Self-Regulated Strategy Development Instruction: Perceptions of Three Sixth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Kinsler, Kathryn Lynn

2017-01-01

Students with learning disabilities (LD) continue to fall behind their typical peers in the area of writing (Graham & Harris, 2011; National Joint Committee on Learning Disabilities, 2008). Studies indicate that self-efficacy influences writing performance and that self-regulation may be an important aspect of both metacognitive and affective…
The Poor/Working-Class College Students' Challenges and Resiliency Factors Scale: Developing the P/W-CRF

ERIC Educational Resources Information Center

Reed, Rebecca

2017-01-01

Social class encompasses the preferences, lifestyles, and behaviors of people in various social class groups in conjunction with the structural privileges that accompany certain social locations (Smith, 2010). Class-privileged college students typically come to campus with greater amounts of cultural capital (Bourdieu, 1980) that afford them the…
Designing a Telescope Mirror for Second-Semester Calculus Students

ERIC Educational Resources Information Center

Marchand, Richard J.; Rogers, Robert R.; Parker, Andrew T.

2006-01-01

The purpose of this article is to present an interdisciplinary project, developed as a collaborative effort by the authors, involving the design of a telescope mirror as it was given to second semester calculus students. The goals of the project are to provide an applied setting for the topics typically covered in this type of course including the…

ESP Learners' Needs Related Learning for the Workplace: A Pragmatic Study for Business School

ERIC Educational Resources Information Center

Liton, Hussain Ahmed

2015-01-01

Typically, an ESP course is designed to develop students' communication skills not solely for the office, but also for useful in a specific workplace. Unfortunately, ESP for Schools of Business at some South-East Asian universities is not being very effective in promoting students' performance in the workplace. Behind this backdrop, this paper…
What Is a Reasonable Answer? Ways for Students to Investigate and Develop Their Number Sense

ERIC Educational Resources Information Center

Muir, Tracey

2012-01-01

Although number sense is difficult to define, it involves having a good intuition about numbers and their relationships, including the ability to have a "feel" for the relative size of numbers and to make reasonable estimations. Students with good number sense typically recognise the relative magnitude of numbers, appreciate the effect…
Utilizing Generalization Tactics to Promote Leisure-Time Physical Activity for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Haegele, Justin A.; Park, Seung Yeon

2016-01-01

Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills…
The Analysis of Ratings Using Generalizability Theory for Student Outcome Assessment. AIR 1988 Annual Forum Paper.

ERIC Educational Resources Information Center

Erwin, T. Dary

Rating scales are a typical method for evaluating a student's performance in outcomes assessment. The analysis of the quality of information from rating scales poses special measurement problems when researchers work with faculty in their development. Generalizability measurement theory offers a set of techniques for estimating errors or…
Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Jackson, Scott L. J.; Hart, Logan; Brown, Jane Thierfeld; Volkmar, Fred R.

2018-01-01

Increasing numbers of individuals with autism spectrum disorder (ASD) are enrolling in post-secondary academic institutions. However, research indicates that post-secondary students with ASD are struggling more than their typically developing peers, with high rates of loneliness, anxiety, depression, and an increased incidence of dropping-out…
Bringing Exoplanet Habitability Investigations to High School

NASA Astrophysics Data System (ADS)

Woody, M. A.; Sohl, L. E.

2016-12-01

Habitability, a.k.a. habitat suitability, is a topic typically discussed in Biology class. We present here a curriculum unit that introduces the topic in a Physics classroom, allowing students to engage in cutting-edge science and re-framing an otherwise "typical" unit. Unit development was made possible by the Climate Change Research Initiative (CCRI) at the NASA Goddard Institute for Space Studies, a year-long program that partners a scientist-mentor with a high school educator to engage in research and curriculum development. At its core, habitability is a temperature-dependent quality that is introduced and explored during the Energy unit. Students conducted a research project with the goal of determining the habitability state for a chosen exoplanet. Classroom implementation was modeled after the scientist-mentor's actual research plan, with content and resources for lesson activities also contributed by the scientist. Students first engaged in discussion of 5 basic habitability factors and explored these variables through climate modeling software. Students then chose an exoplanet to examine through the lens of those habitability factors, an activity that required them to perform authentic research on the exoplanet and its host star. Students also developed hypotheses about factors beyond currently available mission data, such as atmospheric composition and surface albedo of their exoplanet. They then used the modeling software to collect data, test hypotheses, and draw conclusions. Lastly, students communicated their findings in a poster session and presentation at the high school's annual science symposium. This scientist/educator partnership had a strongly positive impact on the high school students involved. By bringing actual science and research practices to the classroom, the students were not only more actively engaged with the required Physics course content, but also gained a better understanding of how scientific research is done.
Fixing Teacher Professional Development

ERIC Educational Resources Information Center

Hill, Heather C.

2009-01-01

The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…
Analysis of Children's Errors in Comprehension and Expression

ERIC Educational Resources Information Center

Hatcher, Ryan C.; Breaux, Kristina C.; Liu, Xiaochen; Bray, Melissa A.; Ottone-Cross, Karen L.; Courville, Troy; Luria, Sarah R.; Langley, Susan Dulong

2017-01-01

Children's oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students' errors in language comprehension of…
Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria

ERIC Educational Resources Information Center

Olatoye, R. Ademola; Aanu, E. Mosunmola

2010-01-01

This study compared locus of control, interest in school and science achievement of typical and deaf secondary school students. The study also investigated influence of students' locus of control and interest in school on general science achievement. Seventy two (72) deaf and 235 typical children were purposively selected from eight secondary…
Decentering Self in Leadership: Putting Community at the Center in Leadership Studies.

PubMed

Hartman, Eric

2016-06-01

Although students' personal passions typically determine the issue addressed by service-learning leadership initiatives, this chapter advocates for a community-centered alternative. This in-depth exploration of a leadership development course series models a community-need driven project and explores the benefits for both community and student learning. © 2016 Wiley Periodicals, Inc., A Wiley Company.
Factorial Validity of the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH)

ERIC Educational Resources Information Center

Bossaert, Goele; Petry, Katja

2013-01-01

The Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH) has been developed to measure the attitudes of children toward peers with disabilities. The present study aims to evaluate the factorial validity of the CATCH in a sample of 2396 students in 7th grade, including 179 students with disabilities and 2217 typically developing…
The Benefits of Interactive Read-Alouds to Address Social-Emotional Learning in Classrooms for Young Children

ERIC Educational Resources Information Center

Britt, Shelby; Wilkins, Julia; Davis, Jessica; Bowlin, Amy

2016-01-01

In this article, we describe how books addressing social-emotional topics can be used by teachers of young children during class read-alouds to enhance students' social-emotional development. Teachers of young children typically choose books for class read-alouds based on curriculum topics and student interest; however, they may not be aware of…
Using sentence combining in technical writing classes

NASA Technical Reports Server (NTRS)

Rosner, M.; Paul, T.

1981-01-01

Sentence combining exercises are advanced as a way to teach technical writing style without reliance upon abstractions, from which students do not learn. Such exercises: (1) give students regular writing practice; (2) teach the logic of sentence structure, sentence editing, and punctuation; (3) paragraph development and organization; and (4) rhetorical stance. Typical sentence, paragraph, and discourse level sentence combining exercises are described.
Exploring a School-University Model for Professional Development with Classroom Staff: Teaching Trauma-Informed Approaches

ERIC Educational Resources Information Center

Anderson, Elizabeth M.; Blitz, Lisa V.; Saastamoinen, Monique

2015-01-01

Schools serving communities with high rates of poverty face the profound challenge of meeting the needs of students who are often exposed to significant family and environmental stressors and trauma. Classroom staff are vital members of school communities who often work closely with students with the highest needs, but they are typically not…
Miscue Analysis of Students with Down Syndrome and Typically Developing Students with Reading Difficulties

ERIC Educational Resources Information Center

Pelatti, Christina Yeager

2010-01-01

Study of the language and literacy skills of individuals with Down syndrome (DS) has evolved over the past thirty years. Despite these advances, little research has explored the process of reading by incorporating an authentic text (i.e. storybook). This information is pertinent to assist in the understanding of language and literacy and the…
Factors Related to Teachers' Attitudes towards the Inclusive Education of Students with Severe Intellectual Disabilities in Riyadh, Saudi

ERIC Educational Resources Information Center

Alquraini, Turki A.

2012-01-01

In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to…
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

PubMed Central

Al Otaiba, Stephanie; Puranik, Cynthia; Zilkowski, Robin; Curran, Tricia

2009-01-01

This article reviews research examining the efficacy of early phonological interventions for young students identified with Speech or Language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings were generally positive, there were large individual differences in response to intervention. Further, there was little evidence that interventions enabled students to catch up in phonological or reading skills to typically developing peers. Methodological issues are described and implications for practice and future research are discussed. PMID:20161557
Students with Autism Spectrum Disorders and Their Neuro-Typical Peers--Differences and Influences of Loneliness, Stress and Self-Efficacy on Life Satisfaction

ERIC Educational Resources Information Center

Feldhaus, Carmen; Koglin, Ute; Devermann, Jens; Logemann, Hanna; Lorenz, Alfred

2015-01-01

The purpose of this study was to explore the interrelationships among the effects of loneliness, stress and self-efficacy on the life satisfaction of people with autism spectrum disorders (ASD) and their neuro-typically developed peers. The participants (N = 104), all male, were between 15 and 27 years of age. Half of them were diagnosed having…
Astrophysics for Early Elementary Students and Teachers

NASA Astrophysics Data System (ADS)

Kang, R.

2004-12-01

How can very young students be taught astrophysics? What can we offer to teachers of K-4 students? Whether you deal directly with youngsters in classrooms, work with your School of Education to develop science inquiry training, or offer occasional general outreach, we discuss activities your program can adopt from the University of Oregon's Electronic Universe outreach program. This collaboration through NASA's Oregon Space Grant plus citizen amateur astronomers has been successfully delivering astrophysics to students in all grades throughout Oregon for over a decade. Students in grades K-4 are generally very enthusiastic learners who have a lot of interest in content and technology about space. Unfortunately typical curricula, state learning requirements, and typical training of their teachers is usually very simplistic and often contains erroneous and outdated materials. We'll work through a series of explorations designed for elementary level that use digital data and virtual reality simulations in conjunction with kinesthetic activities to connect observations such as brightness, shadows, motions, shapes, and colors to basic physical characteristics and properties. This is the starting place where we can grab already curious students and inspire teachers, particularly new teachers, to use space science content to develop science inquiry based curricula. Young students and their teachers can handle astrophysics if the topics are presented in familiar terms and with use of sufficient first hand modeling. Don't be afraid to start them early on these topics, this could dispel myths, generate future interest, and promote careers in science.
Teaching Today's College Students:Widening the Circle of Success

ERIC Educational Resources Information Center

McGlynn, Angela Provitera

2007-01-01

On today's college campuses, says the author, there is no such thing as a "typical" student or "typical" teacher. Diversity abounds among both students and faculty across generations, racial/ethnic backgrounds, and socioeconomic status. This book is intended as a guide for understanding today's diverse college student population and demonstrating…

Mathematics Competency for Beginning Chemistry Students Through Dimensional Analysis.

PubMed

Pursell, David P; Forlemu, Neville Y; Anagho, Leonard E

2017-01-01

Mathematics competency in nursing education and practice may be addressed by an instructional variation of the traditional dimensional analysis technique typically presented in beginning chemistry courses. The authors studied 73 beginning chemistry students using the typical dimensional analysis technique and the variation technique. Student quantitative problem-solving performance was evaluated. Students using the variation technique scored significantly better (18.3 of 20 points, p < .0001) on the final examination quantitative titration problem than those who used the typical technique (10.9 of 20 points). American Chemical Society examination scores and in-house assessment indicate that better performing beginning chemistry students were more likely to use the variation technique rather than the typical technique. The variation technique may be useful as an alternative instructional approach to enhance beginning chemistry students' mathematics competency and problem-solving ability in both education and practice. [J Nurs Educ. 2017;56(1):22-26.]. Copyright 2017, SLACK Incorporated.
Working toward equitable opportunities for science students with disabilities: using professional development and technology.

PubMed

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.
Teaching Scientific Reasoning to Liberal Arts Students

NASA Astrophysics Data System (ADS)

Rubbo, Louis

2014-03-01

University courses in conceptual physics and astronomy typically serve as the terminal science experience for the liberal arts student. Within this population significant content knowledge gains can be achieved by utilizing research verified pedagogical methods. However, from the standpoint of the Univeristy, students are expected to complete these courses not necessarily for the content knowledge but instead for the development of scientific reasoning skills. Results from physics education studies indicate that unless scientific reasoning instruction is made explicit students do not progress in their reasoning abilities. How do we complement the successful content based pedagogical methods with instruction that explicitly focuses on the development of scientific reasoning skills? This talk will explore methodologies that actively engages the non-science students with the explicit intent of fostering their scientific reasoning abilities.
Middle School Boys' Perspectives on Social Relationships with Peers with Disabilities

ERIC Educational Resources Information Center

Kalymon, Kristen; Gettinger, Maribeth; Hanley-Maxwell, Cheryl

2010-01-01

Factors that contribute to the development of positive peer relationships between middle-school students with and without disabilities are investigated. Eight typically developing, seventh-grade boys participate in semi-structured interviews to discern their perspectives of the personal benefits or challenges associated with having social…
The Impact of Personal Background and School Contextual Factors on Academic Competence and Mental Health Functioning across the Primary-Secondary School Transition

PubMed Central

Vaz, Sharmila; Parsons, Richard; Falkmer, Torbjörn; Passmore, Anne Elizabeth; Falkmer, Marita

2014-01-01

Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten - Year 7 schools reporting the lowest scores, while those from the Kindergarten - Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten - Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition. PMID:24608366
The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transition.

PubMed

Vaz, Sharmila; Parsons, Richard; Falkmer, Torbjörn; Passmore, Anne Elizabeth; Falkmer, Marita

2014-01-01

Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten--Year 7 schools reporting the lowest scores, while those from the Kindergarten--Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten--Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition.
Longitudinal Relationships Among Perceived Injunctive and Descriptive Norms and Marijuana Use

PubMed Central

Napper, Lucy E.; Kenney, Shannon R.; Hummer, Justin F.; Fiorot, Sara; LaBrie, Joseph W.

2016-01-01

Objective: The current study uses longitudinal data to examine the relative influence of perceived descriptive and injunctive norms for proximal and distal referents on marijuana use. Method: Participants were 740 undergraduate students (67% female) who completed web-based surveys at two time points 12 months apart. Time 1 measures included reports of marijuana use, approval, perceived descriptive norms, and perceived injunctive norms for the typical student, close friends, and parents. At Time 2, students reported on their marijuana use. Results: Results of a path analysis suggest that, after we controlled for Time 1 marijuana use, greater perceived friend approval indirectly predicted Time 2 marijuana use as mediated by personal approval. Greater perceived parental approval was both indirectly and directly associated with greater marijuana use at follow-up. Perceived typical-student descriptive norms were neither directly nor indirectly related to Time 2 marijuana use. Conclusions: The findings support the role of proximal injunctive norms in predicting college student marijuana use up to 12 months later. The results indicate the potential importance of developing normative interventions that incorporate the social influences of proximal referents. PMID:27172578
Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

PubMed Central

Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

2011-01-01

Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373
Breaking Down Barriers: Addressing student misconceptions in the K-12 classroom

NASA Astrophysics Data System (ADS)

Eisenhamer, B.; McCallister, J. D.; Knisely, L.

2004-05-01

A typical astronomy question an educator may ask their students is "What is a black hole?" Many times, students' responses sound more like an episode of Star Trek than an understanding about the universe and how it works: responses such as "Black holes are worm holes in space" or "A black hole is a huge vacuum in space, sucking everything in". These are all common astronomy misconceptions about black holes. A misconception is defined as a preconceived notion of how the world, or in the case of astronomy - the universe, works. Misconceptions may originate for a variety of reasons, from miscommunication, to oversimplification, to misrepresentation via the media or pop culture. Students who latch on to an astronomy misconception may have difficulty learning new information that is built upon the existing misconception. Additionally, educators who are not able to identify and address misconceptions can create learning barriers that may resonate throughout a students' life. This poster will introduce some of the extensive research that has gone into determining typical student misconceptions about astronomy, ways to identify them, and how students develop them. The poster will also explain why teachers need to be aware of ideas and concepts students may harbor as well as how misconceptions can be remedied.
A Trip Through the Virtual Ocean: Understanding Basic Oceanic Process Using Real Data and Collaborative Learning

NASA Astrophysics Data System (ADS)

Hastings, D. W.

2012-12-01

How can we effectively teach undergraduates the fundamentals of physical, chemical and biological processes in the ocean? Understanding physical circulation and biogeochemical processes is essential, yet it can be difficult for an undergraduate to easily grasp important concepts such as using temperature and salinity as conservative tracers, nutrient distribution, ageing of water masses, and thermocline variability. Like many other topics, it is best learned not in a lecture setting, but working with real data: plotting values, making predictions, and making mistakes. Part I: Using temperature and salinity values from any location in the world ocean (World Ocean Atlas), combined with an excellent user interface (http://ferret.pmel.noaa.gov), students are asked to answer a series of specific questions related to ocean circulation. Using established temperature and salinity values to characterize different water masses, students are able to identify various water masses and gain insight to physical circulation processes. Questions related to ocean circulation include: How far south and at what depth does NADW extend into the S. Atlantic? Is deep water formed in the North Pacific? How and why does the depth of the thermocline vary with latitude in the Atlantic Ocean? How deep does the Mediterranean Water descend as it leaves the Straits of Gibraltar? How far into the Atlantic can you see the influence of the Amazon River? Is there any Antarctic Bottom Water in the North Pacific? Collaborating with another student typically leads to increased engagement. Especially in large lecture settings, where one teacher is not able to address student questions or concerns, working in pairs or in groups of three is best. Part II: Using the same web-based viewer and data set students are subsequently assigned one oceanic property (phosphate, nitrate, silicate, O2, or AOU) and asked to construct three different plots: 1) vertical depth profile at one location; 2) latitude vs. depth at 20°W; and 3) a latitude vs. longitude at 4,000 m depth in the entire ocean. Students do this work at home, and come to class prepared with hypotheses that explain variations of their variable observed in their figures. Nutrients, for example, are typically depleted in the surface ocean, increase at intermediate depths, and then typically decrease in deep water. How do oceanic processes drive these variations? In the context of the other variables, and with the help of other group members, they typically develop an understanding of surface productivity, respiration of organic matter in deeper waters, upwelling of deeper water, ocean circulation, insolation, evaporation, precipitation, and temperature dependence of gas solubility. Students then prepare a written explanation to accompany the plots. Cartoon-like depictions of nutrient profiles typically presented in introductory texts have their place, but they lack the complexity inherent in real data. The objective is to mimic the excitement of discovery and the challenge of developing a hypothesis to explain existing data. The ability to develop viable hypotheses to explain real data with real variability are what motivate and inspire many scientists. How can we expect to motivate and inspire students with lackluster descriptions of ocean processes?
To Include or Not to Include: Evaluations and Reasoning about the Failure to Include Peers with Autism Spectrum Disorder in Elementary Students

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; Turiel, Elliot; DeWitt, Mila N.; Wolfberg, Pamela J.

2017-01-01

Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students'…
Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

ERIC Educational Resources Information Center

Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

2016-01-01

The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…
COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

ERIC Educational Resources Information Center

Dublin, Robin; Sigman, Marilyn; Anderson, Andrea; Barnhardt, Ray; Topkok, Sean Asiqluq

2014-01-01

We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the…
Students' Note-Taking Challenges in the Twenty-First Century: Considerations for Teachers and Academic Staff Developers

ERIC Educational Resources Information Center

van der Meer, Jacques

2012-01-01

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that…
Brief Report: Investigating Relations between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie

2018-01-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…
Tracking Children Who Fly below the Radar: Latent Transition Modeling of Students with Late-Emerging Reading Disability

ERIC Educational Resources Information Center

Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K.

2008-01-01

The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Supervising the Development and Presentation of a Pilot Program to Reduce Sex-Role Stereotyping in Dallas Public Schools.

ERIC Educational Resources Information Center

Martin, Andrew; And Others

This paper describes a project to increase staff and student awareness of sex-role stereotyping and to decrease sexist practices of students and teachers. Workshops were held in one school as a pilot for the project and subsequently in seven other rather typical elementary schools in the Dallas (Texas) Independent School District. Prior to the…
Comparison with the Typical College Student Predicts Graduation When Identity Is Uncertain

ERIC Educational Resources Information Center

Lane, David J.

2017-01-01

This study investigated the effect of personal identity and social comparison on college graduation. First-year college students completed an online survey measuring exploration and commitment to personal identity and perceptions of the prototypical student. Those who perceived the typical student as favorable but dissimilar to themselves had the…
Research and Teaching: Delivery of Summative Assessment Matters for Improving At-Risk Student Learning

ERIC Educational Resources Information Center

Agboola, Oluwaseun Omowunmi; Hiatt, Anna C.

2017-01-01

Summative assessments are customarily used to evaluate ultimate student outcomes and typically occur less frequently during instruction than formative assessments. Few studies have examined how the use of summative assessments may influence student learning among at-risk groups of students. Summative assessments are typically used to evaluate how…
Student's music exposure: Full-day personal dose measurements.

PubMed

Washnik, Nilesh Jeevandas; Phillips, Susan L; Teglas, Sandra

2016-01-01

Previous studies have shown that collegiate level music students are exposed to potentially hazardous sound levels. Compared to professional musicians, collegiate level music students typically do not perform as frequently, but they are exposed to intense sounds during practice and rehearsal sessions. The purpose of the study was to determine the full-day exposure dose including individual practice and ensemble rehearsals for collegiate student musicians. Sixty-seven college students of classical music were recruited representing 17 primary instruments. Of these students, 57 completed 2 days of noise dose measurements using Cirrus doseBadge programed according to the National Institute for Occupational Safety and Health criterion. Sound exposure was measured for 2 days from morning to evening, ranging from 7 to 9 h. Twenty-eight out of 57 (49%) student musicians exceeded a 100% daily noise dose on at least 1 day of the two measurement days. Eleven student musicians (19%) exceeded 100% daily noise dose on both days. Fourteen students exceeded 100% dose during large ensemble rehearsals and eight students exceeded 100% dose during individual practice sessions. Approximately, half of the student musicians exceeded 100% noise dose on a typical college schedule. This finding indicates that a large proportion of collegiate student musicians are at risk of developing noise-induced hearing loss due to hazardous sound levels. Considering the current finding, there is a need to conduct hearing conservation programs in all music schools, and to educate student musicians about the use and importance of hearing protection devices for their hearing.

Student's music exposure: Full-day personal dose measurements

PubMed Central

Washnik, Nilesh Jeevandas; Phillips, Susan L.; Teglas, Sandra

2016-01-01

Previous studies have shown that collegiate level music students are exposed to potentially hazardous sound levels. Compared to professional musicians, collegiate level music students typically do not perform as frequently, but they are exposed to intense sounds during practice and rehearsal sessions. The purpose of the study was to determine the full-day exposure dose including individual practice and ensemble rehearsals for collegiate student musicians. Sixty-seven college students of classical music were recruited representing 17 primary instruments. Of these students, 57 completed 2 days of noise dose measurements using Cirrus doseBadge programed according to the National Institute for Occupational Safety and Health criterion. Sound exposure was measured for 2 days from morning to evening, ranging from 7 to 9 h. Twenty-eight out of 57 (49%) student musicians exceeded a 100% daily noise dose on at least 1 day of the two measurement days. Eleven student musicians (19%) exceeded 100% daily noise dose on both days. Fourteen students exceeded 100% dose during large ensemble rehearsals and eight students exceeded 100% dose during individual practice sessions. Approximately, half of the student musicians exceeded 100% noise dose on a typical college schedule. This finding indicates that a large proportion of collegiate student musicians are at risk of developing noise-induced hearing loss due to hazardous sound levels. Considering the current finding, there is a need to conduct hearing conservation programs in all music schools, and to educate student musicians about the use and importance of hearing protection devices for their hearing. PMID:26960787
How well do middle school science programs measure up? Findings from Project 2061's curriculum review

NASA Astrophysics Data System (ADS)

Kesidou, Sofia; Roseman, Jo Ellen

2002-08-01

The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development.
Surveying college introductory physics students’ attitudes and approaches to problem solving

NASA Astrophysics Data System (ADS)

Mason, Andrew J.; Singh, Chandralekha

2016-09-01

Students’ attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated an attitudes and approaches to problem solving (AAPS) survey and administered it to students in the introductory physics courses in a typical large research university in the US. Here, we discuss the development and validation of the survey and analysis of the student responses to the survey questions in introductory physics courses. The introductory physics students’ responses to the survey questions were also compared with those of physics faculty members and physics PhD students. We find that introductory students are in general less expert-like than the physics faculty members and PhD students. Moreover, on some AAPS survey questions, the responses of students and faculty have unexpected trends. Those trends were interpreted via individual interviews, which helped clarify reasons for those survey responses.
Are we hammering square pegs into round holes? An investigation of the meta-analyses of reading research with students who are d/Deaf or hard of hearing and students who are hearing.

PubMed

Wang, Ye; Williams, Cheri

2014-01-01

In a qualitative meta-analysis, the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing students, special education hearing students (including English Language Learners), and d/Deaf or hard of hearing (d/Dhh) students. Generally, the meta-analysis yielded findings similar to and corroborative of the NRP's. Contradictory results (e.g., regarding the role of rhyme awareness in reading outcomes) most often resulted from differing definitions of interventions and their measurements. The analysis provided evidence of several instructional approaches that support reading development. On the basis of the qualitative similarity hypothesis (Paul, 2010, 2012; Paul & Lee, 2010; Paul & Wang, 2012; Paul, Wang, & Williams, 2013), the researchers argue that these instructional strategies also should effectively support d/Dhh children's reading development.
The Connections between Students Self-Motivation, Their Classification (Typical Learners, Academic Intervention Services Learners, and Gifted), and Gender in a Standardized Social Studies Test

ERIC Educational Resources Information Center

Dupree, Jeffrey J.; Morote, Elsa Sofia

2011-01-01

This study examines differences, if any, between gender, level of motivation, and students' classification (typical learners, academic intervention services learners, and gifted) in scores upon DBQ (document-based questions) among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students' scores were…
The Determination of Calcium in Dietary Supplement Tablets by Ion-Exchange.

ERIC Educational Resources Information Center

Dietz, Mark L.

1986-01-01

An experimental simple ion-exchange experiment in which the amount of calcium present in dietary supplement tablets has been developed is described and some typical student results for several brands of tablets are presented. (JN)
Medical students as hospice volunteers: the benefits to a hospice organization.

PubMed

Setla, Judith; Watson, Linda

2006-01-01

Hospices have regulatory requirements to provide volunteers who can assist families in a variety of ways. Hospices also typically provide large amounts of uncompensated education for students in various life sciences as part of their mission to promote quality care for those at the end-of-life. Separately, there is evidence of the educational benefits of exposing medical students to hospice patients and practices. But little has been published about the costs or benefits such teaching programs incur at the hospices involved. Hospice of Central New York developed a service-learning elective where first-year medical students were trained as volunteers. Despite initial concerns that significant staff time would be required to develop and maintain this elective, it appears to be an efficient way to satisfy the need for volunteers while contributing to the education of the involved students.
Personal Development in Secondary Education: The Irish Transition Year

ERIC Educational Resources Information Center

Clerkin, Aidan

2012-01-01

Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of…
The Development of Reading and Spelling in Arabic Orthography: Two Parallel Processes?

ERIC Educational Resources Information Center

Taha, Haitham

2016-01-01

The parallels between reading and spelling skills in Arabic were tested. One-hundred forty-three native Arab students, with typical reading development, from second, fourth, and sixth grades were tested with reading, spelling and orthographic decision tasks. The results indicated a full parallel between the reading and spelling performances within…
Catching Up: Impact of the Talent Development Ninth Grade Instructional Interventions in Reading and Mathematics in High-Poverty High Schools. Report 69

ERIC Educational Resources Information Center

Balfanz, Robert; Legters, Nettie; Jordan, Will

2004-01-01

Concerns that higher standards and demanding high-stakes tests will disadvantage students who have attended weak, unsuccessful, or under-resourced schools have typically been met with the counter-claim that poorly prepared students will be provided with the extra help and support they need to succeed. Efforts to provide extra help are in their…
The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools

ERIC Educational Resources Information Center

Petry, Katja

2018-01-01

Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A…
System Design Considerations for Microcomputer Based Instructional Laboratories.

DTIC Science & Technology

1986-04-01

when wrong procedures are tried as well as correct procedures. This is sometimes called " free play " simulation. While this form of simulation...steps are performed correctly. Unlike " free play " system simulations, the student must perform the operation in an approved manner. 28 V. Technical...Supports free play exercises o Typically does not tutor a student o Used for skill development and performance measurement Task Simulation o Computer
"A Is for Assessment"... Strategies for A-Level Marking to Motivate and Enable Students of All Abilities to Progress

ERIC Educational Resources Information Center

Facey, Jane

2011-01-01

Jane Facey was unsatisfied with the way in which her A-Level students responded to typical assessment practice. This would normally involve their teacher marking their work and then providing them with written feedback. In looking to move beyond this, Facey drew upon a wide range of research and practice which has sought to develop the way in…
Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers

ERIC Educational Resources Information Center

Simpson, Lisa A.

2013-01-01

Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize students with autism are further exacerbated by the severity of the disorder, such that students with low-functioning autism require significantly more…
Swedish Upper Secondary Students' Perspectives on the Typical Mathematics Lesson

ERIC Educational Resources Information Center

Andrews, Paul; Larson, Niclas

2017-01-01

This paper presents a group interview study of Swedish upper secondary students' perspectives on the typical mathematics lesson. Students, from four demographically different schools, constructed a collective synthesis of their many years' experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which…
Extraversion Is a Mediator of Gelotophobia: A Study of Autism Spectrum Disorder and the Big Five.

PubMed

Tsai, Meng-Ning; Wu, Ching-Lin; Tseng, Lei-Pin; An, Chih-Pei; Chen, Hsueh-Chih

2018-01-01

Previous research has shown that individuals with autism are frequently mocked in their childhood and are consequently more anxious about being ridiculed. Research has also shown that autistic individuals have a higher level of gelotophobia (fear of being laughed at) compared to typically developed individuals. However, recent studies have also found that gelotophobia is strongly related to personality, which suggests that personality is a factor that helps to create a higher level of gelotophobia in autistic individuals. To investigate whether this is the case, we recruited 279 Taiwanese high school students, 123 with autism spectrum disorder (ASD) and 156 typically developed students as a control group. Self-reporting questionnaires were used to gather data on the Big Five personality traits and on the gelotophobia-related traits of gelotophobia, gelotophilia, and katagelasticism. The results were analyzed and the two groups were compared for differences in gelotophobia and personality. The ASD group was found to have a higher level of gelotophobia than the typically developed group, but lower levels of gelotophilia and katagelasticism. Additionally, the ASD group was found to have lower levels of extraversion and agreeableness than the typically developed group, but no significant difference was found between the two groups in terms of conscientiousness, openness, and emotional stability. We then investigated the possible correlations between gelotophobia-related traits and the Big Five, and consequently the mediation effect of the Big Five on gelotophobia. The results show, firstly, that extraversion rather than ASD is a direct factor in gelotophobia. Secondly, the level of gelotophilia was partly influenced by autism but also to a certain extent by the level of extraversion. Lastly, the results indicate that autism and the level of agreeableness are in conflict when predicting the level of katagelasticism.
Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

PubMed

Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

2017-09-01

Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Reading and deaf individuals: perspectives on the qualitative similarity hypothesis.

PubMed

Wang, Ye; Andrews, Jean

2014-01-01

In this, the first article in the American Annals of the Deaf special issue on English reading development for individuals who are d/Deaf and hard of hearing, the coeditors aim to promote interdisciplinary dialogue among researchers regarding literacy research with d/Deaf and hard of hearing (d/Dhh) students by setting the tone for an open and inclusive forum. Researchers from various disciplines are invited to discuss the similarities and differences between students who are d/Dhh and their typically developing hearing peers in terms of aspects such as reading process, reading development, and reading assessment. Challenges related to the acquisition of language and literacy by d/Dhh students are described. The article highlights the purpose of the special issue, which is to explore what works where, when, why, and for whom.
Bed Prism Spectacles

NASA Astrophysics Data System (ADS)

Ribeiro, Jair Lúcio Prados

2018-01-01

We only became aware of the existence of bed prism spectacles when a student brought them to the classroom and asked us about how they work. The device proved to be a fertile source of curiosity among the students, and, to be properly understood, it required us to develop a comparison between reflection in a typical mirror and total internal reflection in a prism. In this article we explain the physics behind this unfamiliar device, supported by geometrical optics principles.
Look Who's Coming to School: The Emirati Student Voice in an Intervention-Based Study on Inclusion of Learners with Intellectual Disabilities in Emirati Mainstream Government Schools

ERIC Educational Resources Information Center

Gaad, Eman

2015-01-01

Although there are many factors that can affect the success of the inclusion of students with disabilities in mainstream schools, the attitude of typically developing peers towards peers with disabilities is one of the critical factors leading to success. This study examines the effects of a planned intervention on the attitudes of the typically…

Faculty Development for Online Teaching as a Catalyst for Change

ERIC Educational Resources Information Center

McQuiggan, Carol A.

2012-01-01

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty's initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to…
Blending Resources for a Collaborative Service Project in a Professional Development School Focused on Student Learning

ERIC Educational Resources Information Center

Henry, Julie Jacobs; Tryjankowski, Anne Marie; Tybor, Debra; Brandjes, Elizabeth; Asztalos, Jessica; Smith, Kemily; Muscarella, Michael

2012-01-01

Collaborative Professional Development School (PDS) relationships require financing and other supports that may not be typically included in the budgets for partnering schools and colleges. In the current economic climate, budgets are especially tight in many educational institutions. In order to sustain PDS relationships in these times,…
Developing and Teaching a Two-Credit Data Management Course for Graduate Students in Climate and Space Sciences

ERIC Educational Resources Information Center

Thielen, Joanna; Samuel, Sara M.; Carlson, Jake; Moldwin, Mark

2017-01-01

Engineering researchers face increasing pressure to manage, share, and preserve their data, but these subjects are not typically a part of the curricula of engineering graduate programs. To address this situation, librarians at the University of Michigan, in partnership with the Climate and Space Sciences and Engineering Department, developed a…
Computer Center: It's Time to Take Inventory.

ERIC Educational Resources Information Center

Spain, James D.

1984-01-01

Describes typical instructional applications of computers. Areas considered include: (1) instructional simulations and animations; (2) data analysis; (3) drill and practice; (4) student evaluation; (5) development of computer models and simulations; (6) biometrics or biostatistics; and (7) direct data acquisition and analysis. (JN)
NASA's Global Climate Change Education (GCCE) Program: New modules

NASA Astrophysics Data System (ADS)

Witiw, M. R.; Myers, R. J.; Schwerin, T. G.

2010-12-01

In existence for over 10 years, the Earth System Science Educational Alliance (ESSEA) through the Institute of Global Environmental Strategies (IGES) has developed a series of modules on Earth system science topics. To date, over 80 educational modules have been developed. The primary purpose of these modules is to provide graduate courses for teacher education. A typical course designed for teachers typically consists of from three to five content modules and a primer on problem-based learning. Each module is designed to take three weeks in a normal university semester. Course delivery methods vary. Some courses are completed totally online. Others are presented in the classroom. Still others are delivered using a hybrid method which combines classroom meetings with online delivery of content. Although originally designed for teachers and education students, recent changes, provide a format for general education students to use these module. In 2009, under NASA’s Global Climate Change Education (GCCE) initiative, IGES was tasked to develop 16 new modules addressing the topic of climate change. Two of the modules recently developed under this program address the topics of sunspots and thermal islands. Sunspots is a problem-based learning module where students are provided resources and sample investigations related to sunspots. The history of sunspot observations, the structure of sunspots and the possible role sunspots may have in Earth’s climate are explored. Students are then asked to determine what effects a continued minimum in sunspot activity may have on the climate system. In Thermal Islands, the topic of urban heat islands is addressed. How heat islands are produced and the role of urban heat islands in exacerbating heat waves are two of the topics covered in the resources. In this problem-based learning module, students are asked to think of mitigating strategies for these thermal islands as Earth’s urban population grows over the next 50 years. These modules were successfully piloted with undergraduate students at Seattle Pacific University.
Effects of a Peer-Mediated Intervention on Social Interactions of Students with Low-Functioning Autism and Perceptions of Typical Peers

ERIC Educational Resources Information Center

Simpson, Lisa A.; Bui, Yvonne

2016-01-01

Students with autism display challenges acquiring friendships and participating in relationships with typical peers. Social interaction is further impacted in students with low-functioning autism, necessitating consideration of their unique characteristics when designing and implementing interventions. This single-subject study examined the…
Motivational Differences among Students with ADHD Reading Disabilities, Combined Groups, and Typical Comparisons

ERIC Educational Resources Information Center

Lee, Jiyeon

2010-01-01

The purpose of this study was to assess reading motivational differences of students with reading disabilities/difficulties (RD), attention deficit hyperactive disorders/at-risk for ADHD, combined groups (RD+ADHD), and non-disabled comparisons (ND). Most motivational research has made academic motivational comparisons with typical students without…
Storms in Space: Bringing NASA Earth-Sun Science Educational Resources to Hearing- Impaired Students.

NASA Astrophysics Data System (ADS)

Lowry, K.; Sindt, M.; Jahn, J.

2007-12-01

Using assistive technology, children with hearing loss can actively participate in the hearing world. However, to develop the necessary skills, hearing-impaired students need to be immersed in a language-rich environment which compensates for the lack of "incidental" learning that typifies the language acquisition of their peers with typical hearing. For any subject matter taught in class, this means that the conceptual and language framework of the topic has to be provided in addition to regular class materials. In a collaboration between the Sunshine Cottage School for Deaf Children and the Southwest Research Institute, we are exploring how NASA-developed educational resources covering Space Science topics can be incorporated successfully in blended classrooms containing children with hearing loss and those with typical hearing in grades 3-5. Utilizing the extensive routine language monitoring performed at Sunshine Cottage, student progress is directly monitored during the year as well as from year to year. This allow us to evaluate the effectiveness of the resources used. Since all instruction at Sunshine Cottage is auditory-oral, our experiences in using those materials can be fed back directly into mainstream classrooms of the same grade levels.
Young children's attitudes toward peers with intellectual disabilities: effect of the type of school.

PubMed

Georgiadi, Maria; Kalyva, Efrosini; Kourkoutas, Elias; Tsakiris, Vlastaris

2012-11-01

This study explored typically developing children's attitudes towards peers with intellectual disabilities, with special reference to the type of school they attended. Two hundred and fifty-six Greek children aged 9-10 (135 in inclusive settings) completed a questionnaire and an adjective list by Gash (European Journal of Special Needs Education 1993; 8, 106) and drew a child with intellectual disabilities, commenting also on their drawings. Typically developing children expressed overall neutral attitudes towards peers with intellectual disabilities. Type of school differentiated their attitudes, with children from inclusive settings being more positive towards peers with intellectual disabilities and choosing less negative adjectives to describe them than children from non-inclusive settings. Girls and students who expressed more positive social, emotional and overall attitudes towards students with intellectual disabilities chose more positive adjectives to describe a child with intellectual disabilities. It was also found that children from inclusive settings drew children with intellectual disabilities as more similar to a child with Down syndrome in comparison with children from non-inclusive settings. Effective inclusive practices should be promoted to foster social acceptance of students with intellectual disabilities. © 2012 Blackwell Publishing Ltd.
Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms.

PubMed

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P; Pianta, Robert C; Lun, Janetta

2011-01-01

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.
Effective Instructional Practice

ERIC Educational Resources Information Center

Paulsel, Michelle L.

2004-01-01

Prospective teachers often take a course in classroom management to learn how to create an environment conducive to student learning. Typically, prospective teachers learn how to establish routines, develop rules to maintain classroom order, and arrange the classroom to facilitate learning. Many teachers graduate from college, however, with only…
Three Empowering Curricular Innovations for Service-Learning in ESL Programs

ERIC Educational Resources Information Center

Perren, James; Grove, Nuray; Thornton, Julie

2013-01-01

This article describes three service-learning projects implemented in three different ESL programs in the United States. Each description includes typical course goals, service-learning assignments, reflection activities, student learning outcomes, and pedagogical challenges. The first project was developing digital literacy through…
Pedagogical Content Knowledge of Sustainability

ERIC Educational Resources Information Center

Singer-Brodowski, Mandy

2017-01-01

Purpose: This paper's purpose is to describe students' learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.…
Farm Education at Stony Kill.

ERIC Educational Resources Information Center

Parisio, Richard

1986-01-01

Describes typical winter farm lessons for students visiting Stony Kill Farm Environmental Education Center located 70 miles north of New York City: butter and corncake making, soil erosion experiments, dissecting and growing seeds. Emphasizes major theme of conservation of farmland from destructive farming practices and careless development. (NEC)
Health-Related Quality of Life in Children Attending Special and Typical Education Greek Schools

ERIC Educational Resources Information Center

Papadopoulou, D.; Malliou, P.; Kofotolis, N.; Vlachopoulos, S. P.; Kellis, E.

2017-01-01

The purpose of this study was to examine parental perceptions about Health Related Quality of Life (HRQoL) of typical education and special education students in Greece. The Pediatric Quality of Life Inventory (PedsQL) was administered to the parents of 251 children from typical schools, 46 students attending integration classes (IC) within a…
The emergence of autoclitic frames in atypically and typically developing children as a function of multiple exemplar instruction.

PubMed

Luke, Nicole; Greer, R Douglas; Singer-Dudek, Jessica; Keohane, Dolleen-Day

2011-01-01

In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant learning disabilities to test for acquisition of four autoclitic frames with novel tacts and mands before and after MEI. The untaught topographies emerged for all participants. In Experiment 2, we used a multiple probe design to test the effects of the MEI procedures on the same responses in four typically developing, bilingual students. The novel usage emerged for all participants. In the latter experiment, the children demonstrated untaught usage of mand or tact frames regardless of whether they were taught to respond in either listener or speaker functions alone or across listener and speaker functions. The findings are discussed in terms of the role of MEI in the formation of abstractions.
A Comparison of Reading Growth and Outcomes of Kindergarten Students with Cognitive Impairments to Their Typical Peers: The Impact of Instruction

ERIC Educational Resources Information Center

Folsom, Jessica Sidler

2012-01-01

This research addressed the early reading instruction of students with cognitive impairments included in general education kindergarten classrooms. Research from 2002 to 2011 on early reading instruction for students with mental retardation were reviewed and current trends in measurement, typical instruction, intervention, and achievement were…
Development and validation of a physics problem-solving assessment rubric

NASA Astrophysics Data System (ADS)

Docktor, Jennifer Lynn

Problem solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving throughout the educational system, there is no standard way to evaluate written problem solving that is valid, reliable, and easy to use. Most tests of problem solving performance given in the classroom focus on the correctness of the end result or partial results rather than the quality of the procedures and reasoning leading to the result, which gives an inadequate description of a student's skills. A more detailed and meaningful measure is necessary if different curricular materials or pedagogies are to be compared. This measurement tool could also allow instructors to diagnose student difficulties and focus their coaching. It is important that the instrument be applicable to any problem solving format used by a student and to a range of problem types and topics typically used by instructors. Typically complex processes such as problem solving are assessed by using a rubric, which divides a skill into multiple quasi-independent categories and defines criteria to attain a score in each. This dissertation describes the development of a problem solving rubric for the purpose of assessing written solutions to physics problems and presents evidence for the validity, reliability, and utility of score interpretations on the instrument.
Using pedagogical discipline representations (PDRs) to enable Astro 101 students to reason about modern astrophysics

NASA Astrophysics Data System (ADS)

Wallace, Colin Scott; Prather, Edward E.; Chambers, Timothy G.; Kamenetzky, Julia R.; Hornstein, Seth D.

2017-01-01

Instructors of introductory, college-level, general education astronomy (Astro 101) often want to include topics from the cutting-edge of modern astrophysics in their course. Unfortunately, the teaching of these cutting-edge topics is typically confined to advanced undergraduate or graduate classes, using representations (graphical, mathematical, etc.) that are inaccessible to the vast majority of Astro 101 students. Consequently, many Astro 101 instructors feel that they have no choice but to cover these modern topics at a superficial level. Pedagogical discipline representations (PDRs) are one solution to this problem. Pedagogical discipline representations are representations that are explicitly designed to enhance the teaching and learning of a topic, even though these representations may not typically be found in traditional textbooks or used by experts in the discipline who are engaged in topic-specific discourse. In some cases, PDRs are significantly simplified or altered versions of typical discipline representations (graphs, data tables, etc.); in others they may be novel and highly contextualized representations with unique features that purposefully engage novice learners’ pre-existing mental models and reasoning difficulties, facilitating critical discourse. In this talk, I will discuss important lessons that my colleagues and I have learned while developing PDRs and describe how PDRs can enable students to reason about complex modern astrophysical topics.
Structure and Agency in Learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice

ERIC Educational Resources Information Center

Kahn, Peter; Qualter, Anne; Young, Richard

2012-01-01

Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby…

Brief Report: Preliminary Proposal of a Conceptual Model of a Digital Environment for Developing Mathematical Reasoning in Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Santos, Maria Isabel; Breda, Ana; Almeida, Ana Margarida

2015-01-01

There is clear evidence that in typically developing children reasoning and sense-making are essential in all mathematical learning and understanding processes. In children with autism spectrum disorders (ASD), however, these become much more significant, considering their importance to successful independent living. This paper presents a…
Interactive Textbook--A New Tool in Off-Line and On-Line Education

ERIC Educational Resources Information Center

Solcova, Lucia

2016-01-01

Implementation of ICT in the educational process has allowed us especially in the last decade to fully develop cognitive and psychomotor skills of students. A typical example is the use of multimedia, through which the learner gradually formed and developed their skills in the area of sensory perception. The paper is focused on one of the modern…
Linguistic pattern analysis of misspellings of typically developing writers in grades 1-9.

PubMed

Bahr, Ruth Huntley; Sillian, Elaine R; Berninger, Virginia W; Dow, Michael

2012-12-01

A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade-level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between Grades 4 and 5. Similar error types were noted across age groups, but the nature of linguistic feature error changed with age. Triple word-form theory was supported. By Grade 1, orthographic errors predominated, and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects nonlinear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling.
Providing Evidence in the Moral Domain

ERIC Educational Resources Information Center

Cooper, Diane L.; Liddell, Debora L.; Davis, Tiffany J.; Pasquesi, Kira

2012-01-01

In this era of increased accountability, it is important to consider how student affairs researches and assesses the outcomes of efforts to increase moral competence. This article examines both qualitative and quantitative inquiry methods for measuring moral development. The authors review the instrumentation and methods typically used to measure…
Single-Concept Clicker Question Sequences

ERIC Educational Resources Information Center

Lee, Albert; Ding, Lin; Reay, Neville W.; Bao, Lei

2011-01-01

Students typically use electronic polling systems, or clickers, to answer individual questions. Differing from this tradition, we have developed a new clicker methodology in which multiple clicker questions targeting the same underlying concept but with different surface features are grouped into a sequence. Here we present the creation,…
Creatine Synthesis: An Undergraduate Organic Chemistry Laboratory Experiment

ERIC Educational Resources Information Center

Smith, Andri L.; Tan, Paula

2006-01-01

Students in introductory chemistry classes typically appreciate seeing the connection between course content and the "real world". For this reason, we have developed a synthesis of creatine monohydrate--a popular supplement used in sports requiring short bursts of energy--for introductory organic chemistry laboratory courses. Creatine monohydrate…
Alumni Perspectives Survey. 2015 Survey Report

ERIC Educational Resources Information Center

Schoenfeld, Gregg

2015-01-01

Graduate business school students worldwide typically are motivated to pursue management education to achieve three objectives: to advance their careers, to increase their earning potential, and to develop their business knowledge, skills, and abilities. Once they graduate, these business school alumni discover many paths to fulfilling careers,…
Effects of Modeling Versus Instructions on Sensitivity to Reinforcement Schedules

ERIC Educational Resources Information Center

Neef, Nancy A.; Marckel, Julie; Ferreri, Summer; Jung, Sunhwa; Nist, Lindsay; Armstrong, Nancy

2004-01-01

This study examined the effects of modeling versus instructions on the choices of 3 typically developing children and 3 children with attention deficit hyperactivity disorder (ADHD) whose academic responding showed insensitivity to reinforcement schedules. During baseline, students chose between successively presented pairs of mathematics problems…
Autism and the U.K. Secondary School Experience

ERIC Educational Resources Information Center

Dillon, Gayle V.; Underwood, Jean D. M.; Freemantle, Lauren J.

2016-01-01

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with…
Typical School Day Experiences of Indian Children in Different Contexts.

ERIC Educational Resources Information Center

Jaya, N.; Malar, G.

2003-01-01

Notes that India has experienced conditions that have lead to significant illiteracy, but that commitment to education can be found in lesser-known parts of India today. Profiles three schools in Tamil Nadu and describes a typical school day for a student with special needs, a student in a tribal setting, and a student in a rural setting. (TJQ)
Encopresis: Not just an accident.

PubMed

Mosca, Nancy W; Schatz, Mary L

2013-09-01

Encopresis is a medical condition that can be seen in the school setting with children of all ages, though primarily at the early childhood and elementary level. This condition can cause a great amount of frustration with the student, family, and teachers due to the child's inability to control elimination patterns. The school nurse must be aware of the warning signs that a student may be experiencing encopresis in order to promote treatment. This article will assist the school nurse in understanding typical causes for functional encopresis, knowing how to help a student who soils, and developing an individualized healthcare plan that assists a student to become continent of stool again. Encopresis is not just an accident.
Common Magnets, Unexpected Polarities

NASA Astrophysics Data System (ADS)

Olson, Mark

2013-11-01

In this paper, I discuss a "misconception" in magnetism so simple and pervasive as to be typically unnoticed. That magnets have poles might be considered one of the more straightforward notions in introductory physics. However, the magnets common to students' experiences are likely different from those presented in educational contexts. This leads students, in my experience, to frequently and erroneously attribute magnetic poles based on geometric associations rather than actual observed behavior. This polarity discrepancy can provide teachers the opportunity to engage students in authentic inquiry about objects in their daily experiences. I've found that investigation of the magnetic polarities of common magnets provides a productive context for students in which to develop valuable and authentic scientific inquiry practices.
Cinema, Fermi problems and general education

NASA Astrophysics Data System (ADS)

Efthimiou, C. J.; Llewellyn, R. A.

2007-05-01

During the past few years the authors have developed a new approach to the teaching of physical science, a general education course typically found in the curricula of nearly every college and university. This approach, called Physics in Films (Efthimiou and Llewellyn 2006 Phys. Teach. 44 28-33), uses scenes from popular films to illustrate physical principles and has excited student interest and improved student performance. A similar approach at the senior/high-school level, nicknamed Hollywood Physics, has been developed by Chandler (2006 Phys. Teach. 44 290-2 2002 Phys. Teach. 40 420-4). The two approaches may be considered complementary as they target different student groups. The analyses of many of the scenes in Physics in Films are a direct application of Fermi calculations—estimates and approximations designed to make solutions of complex and seemingly intractable problems understandable to the student non-specialist. The intent of this paper is to provide instructors with examples they can use to develop skill in recognizing Fermi problems and making Fermi calculations in their own courses.
Using technology to promote science as a basic subject for literacy: A precollege/college/industry/government collaboration

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

Redmond, B.L.; Saturnelli, A.M.

1994-12-31

Our goal is to ensure that All students have the opportunity to learn science, and it is being accomplished through a unique working model program that: (1) changes the way that teaching and learning take place; (2) incorporates the advanced technology of microscopy directly into the K-12 curriculum; and (3) develops R & D teacher specialists. We conducted three in-service science courses, a Summer Science Microscopy Camp, and a staff development program (the latter funded by a NYS Education Department grant) in which science professors, industrial engineers and scientists interacted with teachers and students to explore the world using highmore » technology. This year, all 5th and 7th graders in the district (200 students) and about 1,000 high school science students are having experiences as active researchers, solving real-life, multi-step problems using all levels of microscopy, including scanning tunneling. Students develop a chronological portfolio, using multimedia formats. Our 1993 Summer Microscopy Camp attendance record was 98%, compared to the typical 75% for other programs.« less
Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop

ERIC Educational Resources Information Center

Stains, Marilyne; Pilarz, Matthew; Chakraverty, Devasmita

2015-01-01

Postsecondary chemistry instructors typically have received little pedagogical training as graduate students and postdoctoral research assistants. Moreover, professional development opportunities are often limited at their own institution. This lack of training has resulted in a gap between the instructional strategies enacted in chemistry courses…
Reflective Writing's Synecdochic Imperative: Process Descriptions Redescribed

ERIC Educational Resources Information Center

Jung, Julie

2011-01-01

Scholars and teachers within the field of composition have long heralded the merits of reflective writing. Whether written intermittently throughout a course or near the end (typically in the genre of portfolio cover letter), reflective writing assignments are thought to promote cognitive development by helping students become more aware of their…
Verbal Learning and Memory Functions in Adolescents with Reading Disabilities

ERIC Educational Resources Information Center

Oyler, James D.; Obrzut, John E.; Asbjornsen, Arve E.

2012-01-01

The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition,…
The Promise of Education Information Systems: How Technology Can Improve School Management and Success

ERIC Educational Resources Information Center

Levenson, Nathan; Boser, Ulrich

2014-01-01

Many school district strategic plans and education conferences are aggressively embracing technology to improve teaching and learning. Classroom technology typically includes blended learning, personalized learning, online courses for students, and professional development for teachers, among many other things. As districts wrestle with tighter…
An Audit of Medication Administration: A Glimpse into School Health Offices

ERIC Educational Resources Information Center

Canham, Daryl L.; Bauer, Laurie; Concepcion, Michelle; Luong, June; Peters, Jill; Wilde, Claudia

2007-01-01

Many students require prescription and nonprescription medication to be administered during the school day for chronic and acute illnesses. School office staff members are typically delegated this task, yet these individuals are unlicensed assistive personnel without medical training. Five school nurses developed and participated in a medication…
Molecular and Cellular Biology Animations: Development and Impact on Student Learning

ERIC Educational Resources Information Center

McClean, Phillip; Johnson, Christina; Rogers, Roxanne; Daniels, Lisa; Reber, John; Slator, Brian M.; Terpstra, Jeff; White, Alan

2005-01-01

Educators often struggle when teaching cellular and molecular processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Learning research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for novice learners…

Leveraging the Power of Experiential Learning to Achieve Higher-Order Proficiencies

ERIC Educational Resources Information Center

Henderson, Amy

2018-01-01

Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with…
Theoretical Insights for Practical Handling of Pressurized Fluids

ERIC Educational Resources Information Center

Aranda, Alfonso; Rodriguez, Maria del Prado

2006-01-01

The practical scenarios discussed in a chemistry or chemical engineering course that use solid or liquid reactants are presented. Important ideas to be considered when handling pressurized fluids are provided and three typical examples are described to enable students develop secondary skills such as the selective search of data, identification of…
Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry

ERIC Educational Resources Information Center

Flynn, Alison B.

2011-01-01

A unique approach to teaching and learning problem-solving and critical-thinking skills in the context of retrosynthetic analysis is described. In this approach, introductory organic chemistry students, who typically see only simple organic structures, undertook partial retrosynthetic analyses of real and complex synthetic targets. Multiple…
Designing Rich Information Experiences to Shape Learning Outcomes

ERIC Educational Resources Information Center

Maybee, Clarence; Bruce, Christine Susan; Lupton, Mandy; Rebmann, Kristen

2017-01-01

Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and…
Teaching Speech Improvement to the Disadvantaged.

ERIC Educational Resources Information Center

Nash, Rosa Lee

1967-01-01

To develop positive speech patterns in disadvantaged students, the More Effective Schools Program in New York City instigated an experimental speech improvement program, K-6, in 20 of its elementary schools. Three typical speech-related problems of the disadvantaged--lack of school "know-how," inability to verbalize well, and the presence of poor…
Imagine...Opportunities and Resources for Academically Talented Youth, 1995-1996.

ERIC Educational Resources Information Center

Hellerman, Susan B., Ed.

1995-01-01

This document consists of the five consecutive issues of the journal "Imagine..." published during volume year 3. Typical journal articles cover teaching academically talented secondary students in the following focus areas: (1) learning anywhere and everywhere; (2) accessing distance learning; (3) developing talent in the arts; (4) considering…
Oral Language Expectations for African American Children in Grades 1 through 5

ERIC Educational Resources Information Center

Craig, Holly K.; Washington, Julie A.; Thompson, Connie A.

2005-01-01

Reference profiles for characterizing the language abilities of elementary-grade African American students are important for assessment and instructional planning. H. K. Craig and J. A. Washington (2002) reported performance for 100 typically developing preschoolers and kindergartners on 5 traditional language measures: mean length of…
The Statistical Interpretation of Classical Thermodynamic Heating and Expansion Processes

ERIC Educational Resources Information Center

Cartier, Stephen F.

2011-01-01

A statistical model has been developed and applied to interpret thermodynamic processes typically presented from the macroscopic, classical perspective. Through this model, students learn and apply the concepts of statistical mechanics, quantum mechanics, and classical thermodynamics in the analysis of the (i) constant volume heating, (ii)…
Improving Numeracy Education in Rural Schools: A Professional Development Approach

ERIC Educational Resources Information Center

Goos, Merrilyn; Dole, Shelley; Geiger, Vince

2011-01-01

In Australia, concerns about the quality of mathematics education that students experience are particularly salient in rural schools. These schools typically report great difficulty in attracting and retaining qualified teachers of mathematics. Teachers in non-metropolitan locations may also experience professional isolation if they have limited…
Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

ERIC Educational Resources Information Center

Ben-Eliyahu, Adar

2017-01-01

This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including…
Respectful Representations of Disability in Picture Books

ERIC Educational Resources Information Center

Pennell, Ashley E.; Wollak, Barbara; Koppenhaver, David A.

2018-01-01

This article discusses the importance of making available in classrooms a range of children's literature offering authentic and meaningful representations of characters with disabilities. The focus is not only on reading inclusive literature with typically developing students but also on the importance of making inclusive literature available to…
The KEEP Phone Discrimination Test. Technical Report No. 64.

ERIC Educational Resources Information Center

Smith, Kenneth; And Others

The urban, ethnically Hawaiian child typically experiences great difficulty in learning to read English. In order to determine whether phonological confusion is a source of dialectical interference, the Kamehameha Early Education Program (KEEP) Phone Discrimination Test (KPDT) was developed for the one hundred twelve students in the KEEP school…
Tapping the Power of Poetry

ERIC Educational Resources Information Center

Rasinski, Timothy

2014-01-01

"I have become increasingly convinced that poetry offers one of the best-and often most underused--resources for developing literacy foundations," writes Timothy Rasinski. Poetry and songs are typically short and easy to learn, provide opportunities for students to play with the sounds of language, and offer an engaging way to learn…
Fast Movements, Slow Processes

ERIC Educational Resources Information Center

Jordan, Jay

2016-01-01

This semester, for the second time in the last couple of years, the author is leading a graduate seminar on histories of rhetoric. Little scholarship traces the development of multilingual composition in antiquity (with Brian Ray's article as a clear and excellent exception), so the author typically feels like students hit a rich but untapped…
Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis

ERIC Educational Resources Information Center

Finnegan, Elizabeth; Accardo, Amy L.

2018-01-01

Although studies exist measuring the effectiveness of writing interventions for students with autism spectrum disorder (ASD), research assessing the writing skills for this group is sparse. The present study identified differences in the written expression of individuals with ASD compared to typically developing (TD) peers, using variables…
Deactivating the Writing Program.

ERIC Educational Resources Information Center

Strickland, James

A written language learner must be given an environment that enables or fosters writing development. Unfortunately, the typical system of education and the learning strategies that are taught are at times the very things that deactivate, frustrate, and even pervert the writing program. In fact, some of the rules that student writers respond to are…
Traditional Labs + New Questions = Improved Student Performance.

ERIC Educational Resources Information Center

Rezba, Richard J.; And Others

1992-01-01

Presents three typical lab activities involving the breathing rate of fish, the behavior of electromagnets, and tests for water hardness to demonstrate how labs can be modified to teach process skills. Discusses how basic concepts about experimentation are developed and ways of generating and improving science experiments. Includes a laboratory…
Learning Motivation in E-Learning Facilitated Computer Programming Courses

ERIC Educational Resources Information Center

Law, Kris M. Y.; Lee, Victor C. S.; Yu, Y. T.

2010-01-01

Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a…
Assessing Comprehension in Kindergarten through Third Grade

ERIC Educational Resources Information Center

Sabatini, John P.; Halderman, Laura K.; O'Reilly, Tenaha; Weeks, Jonathan P.

2016-01-01

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary), and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…
Community-Based Participatory Study Abroad: A Proposed Model for Social Work Education

ERIC Educational Resources Information Center

Fisher, Colleen M.; Grettenberger, Susan E.

2015-01-01

Study abroad experiences offer important benefits for social work students and faculty, including global awareness, practice skill development, and enhanced multicultural competence. Short-term study abroad programs are most feasible but typically lack depth of engagement with host communities and may perpetuate existing systems of power and…

Self-Directed Learning to Improve Science Content Knowledge for Teachers

ERIC Educational Resources Information Center

van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

2017-01-01

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…
High Impact Creative Pedagogy Using a Maker Model of Composition

ERIC Educational Resources Information Center

Bell, Stephanie

2017-01-01

This article recommends that faculty developers promote online writing assignments--from blogs to podcasts--that make use of the interactive tools of the "social Web." Unlike traditional essays, which are typically private documents exchanged between student and instructor, online writing tasks can become sites of engagement and…
Exploring Factors That Influence Quality Literature Circles

ERIC Educational Resources Information Center

Young, Chase; Mohr, Kathleen A. J.

2018-01-01

Research indicates that literature circles are an authentic means for literacy development that students typically enjoy. To better understand the potential value and to add to the research base regarding literature circles, this study, involving 17 fourth graders, explores factors that may influence the quality of literature discussions,…
Learning Effectiveness of the NASA Digital Learning Network

NASA Technical Reports Server (NTRS)

Hix, Billy

2005-01-01

Student participation in actual investigations which develop inquiry and intellectual skills has long been regarded as an essential component of science instructions (Schwab, 1962; White, 1999). Such investigations give students an opportunity to appreciate the spirit of science and promote an understanding of the nature of science. However, classroom research conducted over the past 20 years describes science teaching as primarily teacher centered. Typical instruction consists of whole class, noninteractive activities in which individual seatwork has constituted the bulk of classroom interactions (Tobin and Gallagher, 1997). Students typically learn science from textbooks and lectures. Their main motivation is to do reasonably well on tests and examinations (Layman, 1999). During the past five years, infrastructure constraints have reduced to the point that many schools systems can now afford low cost, high quality video conferencing equipment (International Society for Technology in Education, 2003). This study investigates the use of interactive video conferencing vs. face to face interaction with hands-on, inquiry based activities. Some basic questions to be addressed are: How does the delivery method impact the students understanding of the goals of the experiment? Are students explanation of the strategies of experimentation different based on the method of instruction that was provided. Do students engaged in a workshop with the instructor in the room vs. an instructor over video conferencing have different perception of the understanding of the subject materials?
Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

PubMed

Suldo, Shannon M; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski, Jessica; Shaffer, Emily

2009-01-01

Navigating puberty while developing independent living skills may render adolescents particularly vulnerable to stress, which may ultimately contribute to mental health problems (Compas, Orosan, & Grant, 1993; Elgar, Arlett, & Groves, 2003). The academic transition to high school presents additional challenges as youth are required to interact with a new and larger peer group and manage greater academic expectations. For students enrolled in academically rigorous college preparatory programs, such as the International Baccalaureate (IB) program, the amount of stress perceived may be greater than typical (Suldo, Shaunessy, & Hardesty, 2008). This study investigated the environmental stressors and psychological adjustment of 162 students participating in the IB program and a comparison sample of 157 students in general education. Factor analysis indicated students experience 7 primary categories of stressors, which were examined in relation to students' adjustment specific to academic and psychological functioning. The primary source of stress experienced by IB students was related to academic requirements. In contrast, students in the general education program indicated higher levels of stressors associated with parent-child relations, academic struggles, conflict within family, and peer relations, as well as role transitions and societal problems. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. Applied implications stem from findings suggesting that students in college preparatory programs are more likely to (a) experience elevated stress related to academic demands as opposed to more typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.
Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training.

PubMed

Papa, Frank J; Li, Feiming

2015-12-01

Two core dual processing theory (DPT) System I constructs (Exemplars and Prototypes) were used to: 1) formulate a training exercise designed to improve diagnostic performance in year one medical students, and 2) explore whether any observed performance improvements were associated with preferential use of exemplars or prototypes. With IRB approval, 117 year one medical students participated in an acute chest pain diagnostic training exercise. A pre- and post-training test containing the same 27 case vignettes was used to determine if the subjects' diagnostic performance improved via training in both exemplars and prototypes. Exemplar and Prototype theory was also used to generate a unique typicality estimate for each case vignette. Because these estimates produce different performance predictions, differences in the subjects' observed performance would make it possible to infer whether subjects were preferentially using Exemplars or Prototypes. Pre- vs. post-training comparison revealed a significant performance improvement; t=14.04, p<0.001, Cohen's d=1.32. Pre-training, paired t-testing demonstrated that performance against the most typical vignettes>mid typical vignettes: t=4.94, p<0.001; and mid typical>least typical: t=5.16, p<0.001. Post-training, paired t-testing again demonstrated that performance against the most typical vignettes>mid typical: t=2.94, p<0.01; and mid typical>least typical: t=6.64, p<0.001. These findings are more consistent with the performance predictions generated via Prototype theory than Exemplar theory. DPT is useful in designing and evaluating the utility of new approaches to diagnostic training, and, investigating the cognitive factors driving diagnostic capabilities among early medical students.
Distributional Learning in College Students With Developmental Language Disorder.

PubMed

Hall, Jessica; Owen Van Horne, Amanda; McGregor, Karla K; Farmer, Thomas

2017-11-09

This study examined whether college students with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership in a way similar to their typically developing (TD) peers. Seventeen college students with DLD and 17 TD college students participated in this task. We used an artificial grammar in which certain combinations of words never occurred during training. At test, participants had to use knowledge of category membership to determine which combinations were allowable in the grammar, even though they had not been heard. College students with DLD performed similarly to TD peers in distinguishing grammatical from ungrammatical combinations. Differences in ratings between grammatical and ungrammatical items in this task suggest that college students with DLD can form grammatical categories from novel input and more broadly use distributional information.
Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through theplanned-enacted-experiencedcurriculum model

NASA Astrophysics Data System (ADS)

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2016-07-01

Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students' quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students' quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned-enacted-experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics' intentions and students' experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed.
Longitudinal mathematics development of students with learning disabilities and students without disabilities: a comparison of linear, quadratic, and piecewise linear mixed effects models.

PubMed

Kohli, Nidhi; Sullivan, Amanda L; Sadeh, Shanna; Zopluoglu, Cengiz

2015-04-01

Effective instructional planning and intervening rely heavily on accurate understanding of students' growth, but relatively few researchers have examined mathematics achievement trajectories, particularly for students with special needs. We applied linear, quadratic, and piecewise linear mixed-effects models to identify the best-fitting model for mathematics development over elementary and middle school and to ascertain differences in growth trajectories of children with learning disabilities relative to their typically developing peers. The analytic sample of 2150 students was drawn from the Early Childhood Longitudinal Study - Kindergarten Cohort, a nationally representative sample of United States children who entered kindergarten in 1998. We first modeled students' mathematics growth via multiple mixed-effects models to determine the best fitting model of 9-year growth and then compared the trajectories of students with and without learning disabilities. Results indicate that the piecewise linear mixed-effects model captured best the functional form of students' mathematics trajectories. In addition, there were substantial achievement gaps between students with learning disabilities and students with no disabilities, and their trajectories differed such that students without disabilities progressed at a higher rate than their peers who had learning disabilities. The results underscore the need for further research to understand how to appropriately model students' mathematics trajectories and the need for attention to mathematics achievement gaps in policy. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Alien or Alike? How the Perceived Similarity between the Typical Science Teacher and a Student's Self-Image Correlates with Choosing Science at School

ERIC Educational Resources Information Center

Kessels, Ursula; Taconis, Ruurd

2012-01-01

By applying the self-to-prototype matching theory to students' academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students' self-image on the other. A sample of N = 308 Dutch and German…
Model-Based Reasoning in Upper-division Lab Courses

NASA Astrophysics Data System (ADS)

Lewandowski, Heather

2015-05-01

Modeling, which includes developing, testing, and refining models, is a central activity in physics. Well-known examples from AMO physics include everything from the Bohr model of the hydrogen atom to the Bose-Hubbard model of interacting bosons in a lattice. Modeling, while typically considered a theoretical activity, is most fully represented in the laboratory where measurements of real phenomena intersect with theoretical models, leading to refinement of models and experimental apparatus. However, experimental physicists use models in complex ways and the process is often not made explicit in physics laboratory courses. We have developed a framework to describe the modeling process in physics laboratory activities. The framework attempts to abstract and simplify the complex modeling process undertaken by expert experimentalists. The framework can be applied to understand typical processes such the modeling of the measurement tools, modeling ``black boxes,'' and signal processing. We demonstrate that the framework captures several important features of model-based reasoning in a way that can reveal common student difficulties in the lab and guide the development of curricula that emphasize modeling in the laboratory. We also use the framework to examine troubleshooting in the lab and guide students to effective methods and strategies.
Development of abstract mathematical reasoning: the case of algebra.

PubMed

Susac, Ana; Bubic, Andreja; Vrbanc, Andrija; Planinic, Maja

2014-01-01

Algebra typically represents the students' first encounter with abstract mathematical reasoning and it therefore causes significant difficulties for students who still reason concretely. The aim of the present study was to investigate the developmental trajectory of the students' ability to solve simple algebraic equations. 311 participants between the ages of 13 and 17 were given a computerized test of equation rearrangement. Equations consisted of an unknown and two other elements (numbers or letters), and the operations of multiplication/division. The obtained results showed that younger participants are less accurate and slower in solving equations with letters (symbols) than those with numbers. This difference disappeared for older participants (16-17 years), suggesting that they had reached an abstract reasoning level, at least for this simple task. A corresponding conclusion arises from the analysis of their strategies which suggests that younger participants mostly used concrete strategies such as inserting numbers, while older participants typically used more abstract, rule-based strategies. These results indicate that the development of algebraic thinking is a process which unfolds over a long period of time. In agreement with previous research, we can conclude that, on average, children at the age of 15-16 transition from using concrete to abstract strategies while solving the algebra problems addressed within the present study. A better understanding of the timing and speed of students' transition from concrete arithmetic reasoning to abstract algebraic reasoning might help in designing better curricula and teaching materials that would ease that transition.
Implementing and Assessing Inquiry-Based Learning through the CAREER Award

NASA Astrophysics Data System (ADS)

Brudzinski, M. R.

2011-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.
Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

PubMed Central

Al Otaiba, Stephanie; Petscher, Yaacov; Williams, Rihana S.; Pappamihiel, N. Eleni; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities. PMID:25132688
The distress of voice-hearing: the use of simulation for awareness, understanding and communication skill development in undergraduate nursing education.

PubMed

Orr, Fiona; Kellehear, Kevin; Armari, Elizabeth; Pearson, Arana; Holmes, Douglas

2013-11-01

Role-play scenarios are frequently used with undergraduate nursing students enrolled in mental health nursing subjects to simulate the experience of voice-hearing. However, role-play has limitations and typically does not involve those who hear voices. This collaborative project between mental health consumers who hear voices and nursing academics aimed to develop and assess simulated voice-hearing as an alternative learning tool that could provide a deeper understanding of the impact of voice-hearing, whilst enabling students to consider the communication skills required when interacting with voice-hearers. Simulated sounds and voices recorded by consumers on mp3 players were given to eighty final year nursing students undertaking a mental health elective. Students participated in various activities whilst listening to the simulations. Seventy-six (95%) students completed a written evaluation following the simulation, which assessed the benefits of the simulation and its implications for clinical practice. An analysis of the students' responses by an external evaluator indicated that there were three major learning outcomes: developing an understanding of voice-hearing, increasing students' awareness of its impact on functioning, and consideration of the communication skills necessary to engage with consumers who hear voices. Copyright © 2013 Elsevier Ltd. All rights reserved.
Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

PubMed Central

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2012-01-01

We investigated the effects of My Teaching Partner—Secondary (MTP-S), a teacher professional development intervention, on students’ peer relationships in middle and high school classrooms. MTP-S targets increasing teachers’ positive interactions with students and sensitive instructional practices and has demonstrated improvements in students’ academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain—that is, the ecology of teachers’ behaviors towards students should also influence the ecology of students’ behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed. PMID:22736890
Constructing Inexpensive, Flexible, and Versatile Microdialysis Probes in an Undergraduate Microdialysis Research Lab

PubMed Central

Steffes, Sally; Sandstrom, Michael

2008-01-01

Several challenges await new assistant professors setting up a neuroscience lab, and obtaining sufficient research help is typically a top priority. A secondary, but no less daunting, challenge is juggling accuracy and reliability with costs and limited start-up funds. These concerns are particularly crucial for those engaging technically sophisticated measurements, such as microdialysis. We have developed straightforward procedures that our undergraduate students have utilized to successfully construct high-quality, low-cost microdialysis probes. Students mastering the various steps involved have also gained valuable insight into their use, troubleshooting, and the implications of data obtained from these constructed probes. These procedures are explained here to foster increased use in neuroscience labs that involve undergraduates, along with pointers about teaching the technique to newcomers. Students who master the techniques can pass them on to new students easily. These procedures train students in the overall research technique of microdialysis more thoroughly than when manufactured probes are used, they save money, and will eventually save the principal investigator time when students develop independence with troubleshooting and repairs. PMID:23493044
Socioemotional Features and Resilience in Italian University Students with and without Dyslexia

PubMed Central

Ghisi, Marta; Bottesi, Gioia; Re, Anna M.; Cerea, Silvia; Mammarella, Irene C.

2016-01-01

Dyslexia is a permanent condition characterized by reading difficulties that include inaccurate or slow and effortful word reading, poor decoding, and poor spelling abilities. People with dyslexia may have psychological and psychopathological issues such as low self-esteem, poor resilience, and symptoms of depression and anxiety. They may also develop social problems and emotional issues, as well as low academic and social self-efficacy. The present study aimed to assess the psychological features of a sample of 28 Italian university students with dyslexia, comparing them with a control group of typically developing students matched for gender, education, and academic discipline, to enhance our knowledge of dyslexia outcomes in an Italian setting. The results show that university students with dyslexia experience higher levels of somatic complaints, social and attentional problems, lower self-esteem, and higher depression scores than controls, while no difference emerged between the two groups’ resilience scores. In conclusion, the present findings suggest that university students with dyslexia report more psychological issues than students without dyslexia and could benefit from intervention to improve their psychological and physical well-being. PMID:27065220
Academic performance and self-regulatory skills in elite youth soccer players.

PubMed

Jonker, Laura; Elferink-Gemser, Marije T; Toering, Tynke T; Lyons, James; Visscher, Chris

2010-12-01

Although elite athletes have been reported to be high academic achievers, many elite soccer players struggle with a stereotype of being low academic achievers. The purpose of this study was to compare the academic level (pre-university or pre-vocational) and self-regulatory skills (planning, self-monitoring, evaluation, reflection, effort, and self-efficacy) of elite youth soccer players aged 12-16 years (n = 128) with those of 164 age-matched controls (typical students). The results demonstrate that the elite youth soccer players are more often enrolled in the pre-university academic system, which means that they are high academic achievers, compared with the typical student. The elite players also report an increased use of self-regulatory skills, in particular self-monitoring, evaluation, reflection, and effort. In addition, control students in the pre-university system had more highly developed self-regulatory skills than those in the pre-vocational system, whereas no difference was observed within the soccer population. This suggests that the relatively stronger self-regulatory skills reported by the elite youth soccer players may be essential for performance at the highest levels of sport competition and in academia.
Brief Report: Preliminary Proposal of a Conceptual Model of a Digital Environment for Developing Mathematical Reasoning in Students with Autism Spectrum Disorders.

PubMed

Santos, Maria Isabel; Breda, Ana; Almeida, Ana Margarida

2015-08-01

There is clear evidence that in typically developing children reasoning and sense-making are essential in all mathematical learning and understanding processes. In children with autism spectrum disorders (ASD), however, these become much more significant, considering their importance to successful independent living. This paper presents a preliminary proposal of a digital environment, specifically targeted to promote the development of mathematical reasoning in students with ASD. Given the diversity of ASD, the prototyping of this environment requires the study of dynamic adaptation processes and the development of activities adjusted to each user's profile. We present the results obtained during the first phase of this ongoing research, describing a conceptual model of the proposed digital environment. Guidelines for future research are also discussed.

Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents

ERIC Educational Resources Information Center

Honigsfeld, Andera; Dunn, Rita

2009-01-01

The authors recommend practical techniques and resources for teaching at-risk secondary students, who are often nontraditional learners. The article describes tactual and kinesthetic instructional resources that research has shown are effective for typically performing and at-risk students who do not learn conventionally. (Contains 2 figures.)
Investigating Teachers' Explanations for Aggressive Classroom Discipline Strategies in China and Australia

ERIC Educational Resources Information Center

Riley, Philip; Lewis, Ramon; Wang, Bingxin

2012-01-01

Student misbehaviour can provoke aggressive teacher management (e.g. yelling in anger), adversely effecting students' learning and attitudes toward school. To investigate this phenomenon, data were obtained from 75 Chinese (typically Eastern) and 192 Victorian (typically Western) secondary teachers who self-reported aggressive management. Results:…
A Qualitative Investigation of Fifth- and Sixth-Grade Students' Attitudes towards Intellectual Disability

ERIC Educational Resources Information Center

Beaulieu-Bergeron, Rebecca; Morin, Diane

2016-01-01

Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children's attitudes towards ID. The primary objective of this study was to examine the cognitive, affective,…
What If We Lived in Flatland?

ERIC Educational Resources Information Center

Anderson, Rick; Princko, Jamie A.

2011-01-01

The authors wanted their students to consider mathematical notions of space and dimension, which are typically not part of the middle school curriculum. They developed a two-week lesson that was drawn from the curriculum unit "Exploring the Shape of Space" (Weeks 2001). They began by considering implications of living in a two-dimensional…
Effects of a Peer-Administered Token Economy on Second Grade Physical Education Students' Overhand Throw Performance

ERIC Educational Resources Information Center

Alstot, Andrew E.

2015-01-01

Token economies have been shown useful in a variety of settings to improve physical activity-related behaviors. However, few researchers in empirical research have examined the effects of token reinforcement targeting motor skill performance implemented specifically in physical education with typically developing children. Therefore, the purpose…
The Three R's: Resourceful, Resilient, and Ready

ERIC Educational Resources Information Center

Ramaswami, Rama

2009-01-01

The US economic downturn has resulted in many professionals, job seekers, and high school graduates heading back to school to develop new skills, but fewer of these students can afford a conventional four-year college education today. Community and technical colleges typically charge tuition fees that are less than half of those at public…
Impact of a Spiral Organic Curriculum on Student Attrition and Learning

ERIC Educational Resources Information Center

Grove, Nathaniel P.; Hershberger, James W.; Bretz, Stacey Lowery

2008-01-01

At Miami University, the attrition rate in the year-long organic chemistry sequence for pre-medical majors typically ranges from 30-50%. To decrease attrition, the Department of Chemistry and Biochemistry developed an innovative, spiral curriculum. Unlike a traditional organic chemistry course that moves sequentially through the material, the…
Using Hybrid Modeling to Develop Innovative Activities

ERIC Educational Resources Information Center

Lichtman, Brenda; Avans, Diana

2005-01-01

This article describes a hybrid activities model that physical educators can use with students in grades four and above to create virtually a limitless array of novel games. A brief introduction to the basic theory is followed by descriptions of some hybrid games. Hybrid games are typically the result of merging two traditional sports or other…
International Friendships for Students with Special Needs: Harnessing Technology to Bridge an Ocean

ERIC Educational Resources Information Center

O'Rourke, Susan L.; Martin, Marie; Brown, Lisa; Bauer, William; Dobbins, Michael; Schaeffer, Alice; Cartin, Donna; Pollard, Carol; Byrne, Daniel

2011-01-01

Adolescents with multiple or severe disabilities often lack access to opportunities available to their typically developing peers, whose in-school friendships are often reinforced through other out-of-school, and sometimes interschool, activities. Limitations to these opportunities can be a result of attending a separate school designed to provide…
Executive Function and Academic Achievement in Primary-Grade Students with Down Syndrome

ERIC Educational Resources Information Center

Will, E.; Fidler, D. J.; Daunhauer, L.; Gerlach-McDonald, B.

2017-01-01

Background: Executive function (EF) plays a critical role in academic outcomes in typically developing children, but the contribution of EF to academic performance in Down syndrome (DS) is less well understood. This study evaluated differences in early academic foundations between primary school aged children with DS and non-verbal mental-age…
Communication Skills to Develop Trusting Relationships on Global Virtual Engineering Capstone Teams

ERIC Educational Resources Information Center

Zaugg, Holt; Davies, Randall S.

2013-01-01

As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the "soft" communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with…
Tire Production and Pollution Control. Environmental Education Curriculum. Revised.

ERIC Educational Resources Information Center

Topeka Public Schools, KS.

This unit was developed to introduce secondary students to the many facets of a typical, large manufacturing plant - the Topeka Goodyear Tire and Rubber Company - in an effort to increase awareness of sound environmental practices in industry. Its five major foci include the production of tires and quality control procedures; applications of…
Thinking Strategically to Record Notes in Content Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2011-01-01

Although teachers today use a variety of teaching methods in content-area classrooms, lecture learning and note-taking still comprise a considerable portion of time in these classes. Unfortunately, most students are poor note-takers, typically recording only about one quarter of lecture notes. Strategic note-taking was developed to assist students…
Student Participation and Disadvantage: Limitations in Policy and Practice

ERIC Educational Resources Information Center

Black, Rosalyn

2011-01-01

The public policy of numerous nations, including Australia, articulates a clear expectation that schools will develop young people's capacities to participate in civic society and its democratic structures and processes. A romantic policy rhetoric hides a reality that is both more complex and less well understood than is typically acknowledged.…
Life in the Hive: Supporting Inquiry into Complexity within the Zone of Proximal Development

ERIC Educational Resources Information Center

Danish, Joshua A.; Peppler, Kylie; Phelps, David; Washington, DiAnna

2011-01-01

Research into students' understanding of complex systems typically ignores young children because of misinterpretations of young children's competencies. Furthermore, studies that do recognize young children's competencies tend to focus on what children can do in isolation. As an alternative, we propose an approach to designing for young children…
Using Apps to Develop Social Skills in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Withey, Kristin L.

2017-01-01

Social skills are critical to later success in school and adult life. Typically, children build these through interaction with caregivers and peers. However, some students, especially those diagnosed with autism spectrum disorder (ASD), demonstrate delays in this domain and require additional interventions. While there are a number of…
Perceptual Speech and Paralinguistic Skills of Adolescents with Williams Syndrome

ERIC Educational Resources Information Center

Hargrove, Patricia M.; Pittelko, Stephen; Fillingane, Evan; Rustman, Emily; Lund, Bonnie

2013-01-01

The purpose of this research was to compare selected speech and paralinguistic skills of speakers with Williams syndrome (WS) and typically developing peers and to demonstrate the feasibility of providing preexisting databases to students to facilitate graduate research. In a series of three studies, conversational samples of 12 adolescents with…
Student Drinking-Related Problems in an Urban Campus: Implications for Research and Prevention

ERIC Educational Resources Information Center

Avci, Ozgur; Fendrich, Michael

2010-01-01

Objective: Researchers who study the etiology of college drinking typically employ measures of alcohol-use behaviors as outcomes; however, relatively little is known about the properties of alcohol-related problems (AP). This study aims to develop a single continuous measure of AP. Participants: The sample included 531 undergraduate college…
Enhancing Self-Motivation in Learning Programming Using Game-Based Simulation and Metrics

ERIC Educational Resources Information Center

Jiau, H. C.; Chen, J. C.; Ssu, Kuo-Feng

2009-01-01

Game-based assignments typically form an integral component of computer programming courses. The effectiveness of the assignments in motivating students to carry out repetitive programming tasks is somewhat limited since their outcomes are invariably limited to a simple win or loss scenario. Accordingly, this paper develops a simulation…
Adapted Physical Education in Self-Contained Settings: Planning for Successful Instruction

ERIC Educational Resources Information Center

Wilson, Wesley J.; Beamer, Jennifer; Block, Martin E.

2016-01-01

Nearly 30% of U.S. schools have students with severe disabilities who participate in a self-contained adapted physical education (SAPE) setting, separate from their typically developing classmates. It is imperative that physical education teachers become familiar with pedagogical strategies for planning and teaching SAPE. The purpose of this…

Postsecondary Education for Students with Intellectual Disability (ID): Complex Layers

ERIC Educational Resources Information Center

Thoma, Colleen A.

2013-01-01

This phenomenological research study investigated nine postsecondary programs for youth and young adults with disabilities to determine the range of supports and services provided as well as the program development process. Each program had unique features and components and those differences were typically the result of the mission, values,…
Expanding the Frontiers of Orientation and Mobility for Infants and Toddlers in New Mexico and Utah

ERIC Educational Resources Information Center

Dewald, Hong Phangia; Faris, Cindy; Borg, Karen S.; Maner, Julie; Martinez-Cargo, Loreta; Carter, Mark

2015-01-01

Early intervention services provide very young children, typically aged birth to 3 years, and their families "early and appropriate learning experiences to facilitate the child's learning and development" in their natural environment. Teachers of students with visual impairments and certified orientation and mobility (O&M)…
Place-Based Education and Teaching about Marin County Birds: Curriculum Development for Teachers

ERIC Educational Resources Information Center

Barnett, Sharon Anne

2009-01-01

Compelling evidence illustrates place-based education (PBE) as a catalyst for inspiring teachers to create dynamic curricula that energizes the student. PBE curriculum typically encompasses all traditional subjects and entails hands-on classroom and field studies utilizing the natural world and local community. The purpose of this literature…
"Constructing" the Cell Cycle in 3D

ERIC Educational Resources Information Center

Koc, Isil; Turan, Merve

2012-01-01

The cycle of duplication and division, known as the "cell cycle," is the essential mechanism by which all living organisms reproduce. This activity allows students to develop an understanding of the main events that occur during the typical eukaryotic cell cycle mostly in the process of mitotic phase that divides the duplicated genetic material…
The Long Arm of the Digital Tether: Communication with Home during Study Abroad

ERIC Educational Resources Information Center

Hofer, Barbara K.; Thebodo, Stacey Woody; Meredith, Kristen; Kaslow, Zoe; Saunders, Alexandra

2016-01-01

Until fairly recently, when U.S. students left home for college, their contact with family decreased abruptly. They typically learned to make an increasing number of important decisions without parental consultation, and developed in predictable ways toward becoming autonomous, self-regulating adults. Moreover, if they chose to study abroad during…
The Potential of Crossword Puzzles in Aiding English Language Learners

ERIC Educational Resources Information Center

Merkel, Warren

2016-01-01

In an academic environment, teachers utilize crossword puzzles to help students learn or remember terminology. Outside the classroom, typically in daily newspapers, crosswords aid in vocabulary development, used as a learning tool, a leisure activity, or both. However, both the content and the grid structure of the crosswords in these two…
Business and Technology Concepts/Business Communications. Teacher's Guide.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education.

This curriculum guide is one of five developed as part of the Illinois Plan for Business, Marketing, and Management Education for use at the orientation level (typically the 9th and 10th grades). The curriculum guide includes a wide variety of teacher and student activities that provide extensive flexibility for implementation. Information on how…
Fostering Creativity and Innovation through Technology

ERIC Educational Resources Information Center

Vaidyanathan, Sheena

2012-01-01

To compete in the global workforce, educators know that their students must be well educated in science, engineering, technology, and mathematics (STEM) subjects. But, as outlined in the NETS, they must also develop the key skills of creativity and innovation. How can educators teach the typically left-brained STEM subjects along with the more…
Doctoral Students' Perceptions of the Effects of the Doctoral Experience on Their Health and Health Behaviors

ERIC Educational Resources Information Center

Nelson Russom, Lynn A.

2017-01-01

In many disciplines, the doctorate is the highest academic degree. Doctoral education is a complex process that includes transformation through knowledge acquisition and professional identity development (Gardner, 2009). Typically, the scope of the doctoral experience includes years of coursework, successfully passing a comprehensive or qualifying…
For Free: Continuity and Change by Team Teaching

ERIC Educational Resources Information Center

Liebel, Grischa; Burden, Håkan; Heldal, Rogardt

2017-01-01

Team teaching is advocated in education to offer students multiple explanations to complex concepts and to improve teacher development. However, team teaching is typically associated with high staff cost due to the increased amount of teachers involved. The authors argue that team teaching can be conducted in a cheap way by including novice…
Exploration of Best Practices in Transition Planning for High School Students with Visual Impairments

ERIC Educational Resources Information Center

Casian, Desiree Campbell

2017-01-01

For typically developing adolescents, Piaget (1932/1965), Kohlberg (1971), Vygotsky (1935/2011), and Erikson (1964) described key transitions as having happened naturally as the child aged. In adolescents with visual impairments, key transitions are often reached much later than are developmentally appropriate due to the lack of specific…
Creating and Sustaining Successful K-8 Magnet Schools. Innovations in Education

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

Magnet schools have developed strong national and local constituencies among parents and educators, who see them as vehicles for bringing equity and academic excellence to all students. Typically, these schools offer innovative programs through a specialized focus or theme. They may emphasize subjects like science or the arts, or they may adopt…
The Importance of Equal Sign Understanding in the Middle Grades

ERIC Educational Resources Information Center

Knuth, Eric J.; Alibali, Martha W.; Hattikudur, Shanta; McNeil, Nicole M.; Stephens, Ana C.

2008-01-01

The equal sign is perhaps the most prevalent symbol in school mathematics, and developing an understanding of it has typically been considered mathematically straightforward. In fact, after its initial introduction during students' early elementary school education, little, if any instructional time is explicitly spent on the concept in the later…
Reading Comprehension in Latin America: Difficulties and Possible Interventions

ERIC Educational Resources Information Center

Lions, Séverin; Peña, Marcela

2016-01-01

Reading comprehension (RC) is below the international standard in many countries of Latin America (LA). Here we review factors that might be associated with failure in RC of the first language in LA. Then we present interventions reporting beneficial impact on RC in typically developing students from English-speaking countries and discuss their…
Enhancing Graduate Prospects by Recording and Reflecting on Part-Time Work: A Challenge to Students and Universities

ERIC Educational Resources Information Center

Evans, Carl; Richardson, Mark

2017-01-01

Business leaders are becoming increasingly explicit regarding the skills, attributes and behaviours expected of graduate entrants. These skills are often developed through a combination of academic studies and work experience. While universities are increasingly providing opportunities for experiential learning, typically a placement year or…
A cognitive perspective on medical expertise: theory and implication.

PubMed

Schmidt, H G; Norman, G R; Boshuizen, H P

1990-10-01

A new theory of the development of expertise in medicine is outlined. Contrary to existing views, this theory assumes that expertise is not so much a matter of superior reasoning skills or in-depth knowledge of pathophysiological states as it is based on cognitive structures that describe the features of prototypical or even actual patients. These cognitive structures, referred to as "illness scripts," contain relatively little knowledge about pathophysiological causes of symptoms and complaints but a wealth of clinically relevant information about disease, its consequences, and the context under which illness develops. By contrast, intermediate-level students without clinical experience typically use pathophysiological, causal models of disease when solving problems. The authors review evidence supporting the theory and discuss its implications for the understanding of five phenomena extensively documented in the clinical-reasoning literature: (1) content specificity in diagnostic performance; (2) typical differences in data-gathering techniques between medical students and physicians; (3) difficulties involved in setting standards; (4) a decline in performance on certain measures of clinical reasoning with increasing expertise; and (5) a paradoxical association between errors and longer response times in visual diagnosis.
Results of an Experimental Exploration of Advanced Automated Geospatial Tools: Agility in Complex Planning

DTIC Science & Technology

2009-06-01

AUTOMATED GEOSPATIAL TOOLS : AGILITY IN COMPLEX PLANNING Primary Topic: Track 5 – Experimentation and Analysis Walter A. Powell [STUDENT] - GMU...TITLE AND SUBTITLE Results of an Experimental Exploration of Advanced Automated Geospatial Tools : Agility in Complex Planning 5a. CONTRACT NUMBER...Std Z39-18 Abstract Typically, the development of tools and systems for the military is requirement driven; systems are developed to meet
Informing alcohol interventions for student service members/veterans: Normative perceptions and coping strategies.

PubMed

Miller, Mary Beth; Brett, Emma I; Leavens, Eleanor L; Meier, Ellen; Borsari, Brian; Leffingwell, Thad R

2016-06-01

The current study aimed to inform future interventions for heavy alcohol use and problems among college students by examining the utility of normative perceptions and coping strategies in predicting alcohol use among student service members/Veterans (SSM/Vs). SSM/Vs and civilian students (N=319) at a large university in the Southern Plains completed self-report measures of demographics, alcohol use and related behaviors, and coping strategies. Both SSM/Vs and civilian students significantly overestimated the typical weekly drinking quantities and frequencies of same-sex students on campus. Among SSM/Vs, normative perceptions of typical student (not military-specific) drinking and substance-related coping strategies significantly predicted drinks consumed per week, while substance-related coping predicted alcohol-related consequences. Despite the theoretical importance of similarity to normative referents, military-specific norms did not significantly improve the prediction of SSM/Vs' personal drinking behavior. Moreover, neither typical student nor military-specific norms predicted alcohol-related consequences among SSM/Vs after accounting for substance-related coping strategies. Future research may examine the efficacy of descriptive normative feedback and the importance of military-specific norms in alcohol interventions for SSM/Vs. Copyright © 2016 Elsevier Ltd. All rights reserved.
Informing Alcohol Interventions for Student Service Members/Veterans: Normative Perceptions and Coping Strategies

PubMed Central

Miller, Mary Beth; Brett, Emma I.; Leavens, Eleanor L.; Meier, Ellen; Borsari, Brian; Leffingwell, Thad R.

2016-01-01

Objective The current study aimed to inform future interventions for heavy alcohol use and problems among college students by examining the utility of normative perceptions and coping strategies in predicting alcohol use among student service members/Veterans (SSM/Vs). Methods SSM/Vs and civilian students (N = 319) at a large university in the Southern Plains completed self-report measures of demographics, alcohol use and related behaviors, and coping strategies. Results Both SSM/Vs and civilian students significantly overestimated the typical weekly drinking quantities and frequencies of same-sex students on campus. Among SSM/Vs, normative perceptions of typical student (not military-specific) drinking and substance-related coping strategies significantly predicted drinks consumed per week, while substance-related coping predicted alcohol-related consequences. Conclusions Despite the theoretical importance of similarity to normative referents, military-specific norms did not significantly improve the prediction of SSM/Vs’ personal drinking behavior. Moreover, neither typical student nor military-specific norms predicted alcohol-related consequences among SSM/Vs after accounting for substance-related coping strategies. Future research may examine the efficacy of descriptive normative feedback and the importance of military-specific norms in alcohol interventions for SSM/Vs. PMID:26894552
Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1 to 9

PubMed Central

Bahr, Ruth Huntley; Silliman, Elaine R.; Berninger, Virginia W.; Dow, Michael

2012-01-01

Purpose A mixed methods approach, evaluating triple word form theory, was used to describe linguistic patterns of misspellings. Method Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in grades 1–9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. Results Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between grades 4–5. Similar error types were noted across age groups but the nature of linguistic feature error changed with age. Conclusions Triple word-form theory was supported. By grade 1, orthographic errors predominated and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects non-linear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling. PMID:22473834

The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students

PubMed Central

Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Francis, David

2014-01-01

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6–8 (N = 1,794). Students who were struggling (n = 704) and typically developing readers (n = 1,028) were randomly assigned to read five 1-min passages from each of 5 Lexile bands (within student range of 550 Lexiles). A series of multilevel analyses showed that student and text characteristics contributed uniquely to oral reading fluency rates. Student characteristics involving sight word reading efficiency and level of decoding ability accounted for more variability than reader type and verbal knowledge, with small, but statistically significant effects of grade and gender. The most significant text feature was passage difficulty level. Interactions involving student text characteristics, especially attributes involving overall ability level and difficulty of the text, were also apparent. These results support views of the development of oral reading fluency that involve interactions of student and text characteristics and highlight the importance of scaling for passage difficulty level in assessing individual differences in oral reading fluency. PMID:24567659
Mapping students' ideas about chemical reactions at different educational levels

NASA Astrophysics Data System (ADS)

Yan, Fan

Understanding chemical reactions is crucial in learning chemistry at all educational levels. Nevertheless, research in science education has revealed that many students struggle to understand chemical processes. Improving teaching and learning about chemical reactions demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the discipline. Thus, we have carried out a qualitative study using semi-structured interviews as the main data collection tool to explore students reasoning about reaction mechanism and causality. The participants of this study included students at different levels of training in chemistry: general chemistry students (n=22), organic chemistry students (n=16), first year graduate students (n=13) and Ph.D. candidates (n=14). We identified major conceptual modes along critical dimensions of analysis, and illustrated common ways of reasoning using typical cases. Main findings indicate that although significant progress is observed in student reasoning in some areas, major conceptual difficulties seem to persist even at the more advanced educational levels. In addition, our findings suggest that students struggle to integrate important concepts when thinking about mechanism and causality in chemical reactions. The results of our study are relevant to chemistry educators interested in learning progressions, assessment, and conceptual development.
Drinking game play among first-year college student drinkers: an event-specific analysis of the risk for alcohol use and problems.

PubMed

Ray, Anne E; Stapleton, Jerod L; Turrisi, Rob; Mun, Eun-Young

2014-09-01

College students who play drinking games (DGs) more frequently report higher levels of alcohol use and experience more alcohol-related harm. However, the extent to which they are at risk for increased consumption and harm as a result of DG play on a given event after accounting for their typical DG participation, and typical and event drinking, is unclear. We examined whether first-year students consumed more alcohol and were more likely to experience consequences on drinking occasions when they played DGs. Participants (n = 336) completed up to six web-based surveys following weekend drinking events in their first semester. Alcohol use, DG play, and consequences were reported for the Friday and Saturday prior to each survey. Typical DG tendencies were controlled in all models. Typical and event alcohol use were controlled in models predicting risk for consequences. Participants consumed more alcohol on DG versus non-DG events. All students were more likely to experience blackout drinking consequences when they played DGs. Women were more likely to experience social-interpersonal consequences when they played DGs. DG play is an event-specific risk factor for increased alcohol use among first-year students, regardless of individual DG play tendencies. Further, event DG play signals increased risk for blackout drinking consequences for all students, and social-interpersonal consequences for women, aside from the amount of alcohol consumed on those occasions as well as typical drinking behaviors. Prevention efforts to reduce high-risk drinking may be strengthened by highlighting both event- and person-specific risks of DG play.
Template-based education toolkit for mobile platforms

NASA Astrophysics Data System (ADS)

Golagani, Santosh Chandana; Esfahanian, Moosa; Akopian, David

2012-02-01

Nowadays mobile phones are the most widely used portable devices which evolve very fast adding new features and improving user experiences. The latest generation of hand-held devices called smartphones is equipped with superior memory, cameras and rich multimedia features, empowering people to use their mobile phones not only as a communication tool but also for entertainment purposes. With many young students showing interest in learning mobile application development one should introduce novel learning methods which may adapt to fast technology changes and introduce students to application development. Mobile phones become a common device, and engineering community incorporates phones in various solutions. Overcoming the limitations of conventional undergraduate electrical engineering (EE) education this paper explores the concept of template-based based education in mobile phone programming. The concept is based on developing small exercise templates which students can manipulate and revise for quick hands-on introduction to the application development and integration. Android platform is used as a popular open source environment for application development. The exercises relate to image processing topics typically studied by many students. The goal is to enable conventional course enhancements by incorporating in them short hands-on learning modules.
Comparing the spelling and reading abilities of students with cochlear implants and students with typical hearing.

PubMed

Apel, Kenn; Masterson, Julie J

2015-04-01

The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and spelling. We assessed the spelling, word-level reading, and reading comprehension skills of nine students with cochlear implants and nine students with typical hearing who were matched for reading age. The students' spellings were analyzed to determine whether the misspellings were due to errors with phonemic awareness, orthographic pattern or morphological awareness, or poor mental graphemic representations. The students with HL demonstrated markedly less advanced spelling abilities than the students with typical hearing. For the students with HL, the misspellings were primarily due to deficiencies in orthographic pattern and morphological awareness. Correlations between measures of spelling and both real word reading and reading comprehension were lower for the students with HL. With additional investigations using a similar approach to spelling analysis that captures the underlying causes for spelling errors, researchers will better understand the linguistic awareness abilities that students with HL bring to the task of reading and spelling. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.
BASC-2 PRS profiles for students with high-functioning autism spectrum disorders.

PubMed

Volker, Martin A; Lopata, Christopher; Smerbeck, Audrey M; Knoll, Valerie A; Thomeer, Marcus L; Toomey, Jennifer A; Rodgers, Jonathan D

2010-02-01

BASC-2 PRS profiles of 62 children with high-functioning autism spectrum disorders (HFASDs) were compared with those of 62 typically-developing children matched by age, gender, and ethnicity. Results indicated that, except for the Somatization, Conduct Problems, and Aggression scales, significant differences were found between the HFASD and typically-developing groups on all PRS scores. Mean HFASD scores were in the clinically significant range on the Behavioral Symptoms Index, Atypicality, Withdrawal, and Developmental Social Disorders scales. At-risk range HFASD means were obtained on the Adaptive Skills composite, all adaptive scales, remaining content scales (except Bullying), and Hyperactivity, Attention Problems, and Depression clinical scales. Screening indices suggested that the Developmental Social Disorders scale was highly effective in differentiating between the two groups.
Using Automated Assessment Feedback to Enhance the Quality of Student Learning in Universities: A Case Study

NASA Astrophysics Data System (ADS)

Biggam, John

There are many different ways of providing university students with feedback on their assessment performance, ranging from written checklists and handwritten commentaries to individual verbal feedback. Regardless of whether the feedback is summative or formative in nature, it is widely recognized that providing consistent, meaningful written feedback to students on assessment performance is not a simple task, particularly where a module is delivered by a team of staff. Typical student complaints about such feedback include: inconsistency of comment between lecturers; illegible handwriting; difficulty in relating feedback to assessment criteria; and vague remarks. For staff themselves, there is the problem that written comments, to be of any benefit to students, are immensely time-consuming. This paper illustrates, through a case study, the enormous benefits of Automated Assessment Feedback for staff and students. A clear strategy on how to develop an automated assessment feedback system, using the simplest of technologies, is provided.
Youtube for millennial nursing students; using internet technology to support student engagement with bioscience.

PubMed

Johnston, Amy Nb; Barton, Matthew J; Williams-Pritchard, Grant A; Todorovic, Michael

2018-06-09

Undergraduate nursing programs typically include students with limited 'on-campus' time who need learning resources that are flexible, technologically appropriate, remotely-accessible (mobile smart devices), and above all, engaging. This has presented academics with challenges surrounding institutional security firewalls, password-access requirements, intellectual property/ownership and staff/student privacy. To overcome these challenges a collection of evidence-based YouTube videos, posted on the Biological Sciences YouTube Channel, supported by the Biosciences in Nurse Education, and underpinned by Benner's pedagogical framework, were developed with the intention of moving students from novice to competent clinical bioscience users. The videos are highly successful; with over 310,000 views, 1.5 million minutes of viewing and more than 5000 subscribers since its inception (<20 months). Spontaneous comments as well as evidence from students identified their usefulness, suggesting the videos enrich student experience and performance with perceivably difficult biosciences content. Student confidence and subsequent access of the YouTube videos was enhanced by their familiarity with the presenter and the breadth of information available in small portions, creating a solid basis for the development of bioscience-competent nursing graduates. Moreover, these open source videos provide a free resource for continual revision and professional development informed by an international minimum bioscience standard for nurses post registration. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.
Learning community health nursing concepts from clinical experience.

PubMed

Lasater, Kathie; Luce, Linda; Volpin, Miriam; Terwilliger, Allison; Wild, Jackson

2007-01-01

Clinical faculty often struggle to design competency demonstrations that promote quality learning experiences. A nursing program in Oregon combined mental health and community health nursing practica and required well-planned, integrated competency demonstrations. This requirement became the impetus for students to promote the health of clients and learn clinical concepts that are difficult to experience in a typical term. Faculty coached students to make a significant contribution that would last beyond their clinical practica. A case study in competency demonstration design is described, and implications for curriculum development are presented.
The Sweetness of Aspartame: A Biochemistry Lab for Health Science Chemistry Courses

NASA Astrophysics Data System (ADS)

Stein, Paul J.

1997-09-01

A laboratory exercise for Health Science Biochemistry students to study the effect of aspartame concentration on sweetness has been developed. The concentration dependence of the absorbance of aspartame at 257 nm is also studied. Data from all members of the class are averaged and plotted on the same graph as absorbance and taste rating vs. [aspartame]. The absorbance plot follows Beer's law while the taste rating plot displays the typical hyperbolic response of protein-ligand binding plots. This laboratory exercise illustrates the concept of binding saturation to students.
Descriptive normative beliefs and the self-regulation in alcohol use among Slovak university students.

PubMed

Brutovská, Monika; Orosova, Olga; Kalina, Ondrej; Šebeňa, René

2015-12-01

This study aims (i) to understand how descriptive normative beliefs (DNB) about typical students' alcohol use and self-regulation (SRG) are related to alcohol use (AU) by exploring the indirect effect of SRG on AU through DNB and (ii) to explore gender differences and the differences between universities in DNB, SRG and AU. The cross-sectional data were collected online from 817 Slovak university students from four universities (75.22% females; Mage = 19.61; SD = 1.42), who filled in the AUDIT-C items, items measuring the DNB about typical students' AU and SRG. T-tests, one-way Anova and structural equation modelling were used for data analysis. Gender differences in AU and DNB were found with males having higher levels of both AU and DNB. The tested model of AU fits the data well. A significant association was found between DNB and (i) AU (positive) and (ii) SRG (negative). The analysis confirmed the existence of an indirect effect of SRG on AU through DNB. The study contributes to research concerning AU by the way in which DNB and SRG are linked to AU among Slovak university students. The research findings can also be used in developing prevention and intervention programs. © The Author 2014. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Effect of pencil grasp on the speed and legibility of handwriting after a 10-minute copy task in Grade 4 children.

PubMed

Schwellnus, Heidi; Carnahan, Heather; Kushki, Azadeh; Polatajko, Helene; Missiuna, Cheryl; Chau, Tom

2012-06-01

To investigate the impact of common pencil grasp patterns on the speed and legibility of handwriting after a 10-minute copy task, intended to induce muscle fatigue, in typically developing children and in those non-proficient in handwriting. A total of 120 Grade 4 students completed a standardised handwriting assessment before and after a 10-minute copy task. The students indicated the perceived difficulty of the handwriting task at baseline and after 10 minutes. The students also completed a self-report questionnaire regarding their handwriting proficiency upon completion. The majority of the students rated higher effort after the 10-minute copy task than at baseline (rank sum: P = 0.00001). The effort ratings were similar for the different grasp patterns (multiple linear regression: F = 0.37, P = 0.895). For both typically developing children and those with handwriting issues, the legibility of the writing samples decreased after the 10-minute copy task but the speed of writing increased. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY: The quality of the handwriting decreased after the 10-minute copy task; however, there was no difference in the quality or speed scores among the different pencil grasps before and after the copy task. The dynamic tripod pencil grasp did not offer any advantage over the lateral tripod or the dynamic or lateral quadrupod pencil grasps in terms of quality of handwriting after a 10-minute copy task. These four pencil grasp patterns performed equivalently. Our findings question the practice of having students adopt the dynamic tripod pencil grasp. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.
Integrating pharmacology topics in high school biology and chemistry classes improves performance

NASA Astrophysics Data System (ADS)

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

2003-11-01

Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives.
The Voluntariat: A Frieirean framework to understand the nature of undergraduate international (medical) experiences.

PubMed

Qaiser, Seemi; Dimaras, Helen; Hamel, Paul

2016-12-01

Despite literature documenting limited and asymmetrical benefits along with ethical issues, short-term international volunteering is increasingly popular among North American university students as a perceived advantage when applying to professional healthcare schools or the job market. Academic institutions are also encouraging students to pursue international experiences in order to cultivate values as global citizens. These experiences are most typically limited to economically privileged students. Furthermore, international activities in developing countries often lack a pedagogy of social justice and may confirm a simplistic understanding of development. Brazilian educator Paulo Freire's "liberation pedagogy" provides a framework for understanding the limitations of international volunteering, whereby the presence of privileged volunteers implementing Western models of development may hinder aspects of local movements. Regardless, university students face intense competition in accessing opportunities, such as medical school, and pay large sums to participate in volunteering to strengthen their academic credentials. We propose that these students form "the voluntariat." They simultaneously play two roles by, first, contributing to the conditions that oppress the very communities in which they volunteer and, second, by playing a role as objects of oppression by the liberal institutions of learning and employment to which they are attempting to gain access.
Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network

PubMed Central

Gießler, Paul; Ohnesorge-Radtke, Ursula; Spreckelsen, Cord

2015-01-01

Background The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM’s semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. Objective The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. Methods In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. Results The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. Conclusions It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively. PMID:27731860
Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network.

PubMed

Tix, Nadine; Gießler, Paul; Ohnesorge-Radtke, Ursula; Spreckelsen, Cord

2015-11-11

The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM's semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively.
Executive function and academic achievement in primary - grade students with Down syndrome.

PubMed

Will, E; Fidler, D J; Daunhauer, L; Gerlach-McDonald, B

2017-02-01

Executive function (EF) plays a critical role in academic outcomes in typically developing children, but the contribution of EF to academic performance in Down syndrome (DS) is less well understood. This study evaluated differences in early academic foundations between primary school aged children with DS and non-verbal mental-age matched typically developing (TD) children. Additionally, the contribution of EF domains to academic outcomes was evaluated in each group. Participants with DS (n = 29) and mental-age matched TD participants (n = 23) were administered the Woodcock Johnson- III NU Tests of Academic Achievement, as well as a laboratory-based EF battery, including measures of working memory, shifting, inhibition and object-planning. Findings indicated a difference in early academic foundations profile between children with DS and mental-age matched TD children. Patterns of EF contributions towards academic outcomes were also observed across groups. Aspects of EF are critical to academic achievement in DS but differentially so relative to typical development. Implications for educational instruction are discussed. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.
Collaborative development of an accelerated graduate entry nursing programme outside of traditional funding mechanisms.

PubMed

Whiffin, C J; Clarke, H; Brundrett, H; Baker, D; Whitehead, B

2018-01-01

Financial support for students entering nurse education programmes has typically been the responsibility of Governments who make a substantial contribution to tuition and/or living costs. However, where programmes are not funded by Government bodies, students must make alternative arrangements for financial support. This paper explores how a university worked with local employers to design, recruit and deliver an accelerated graduate entry nursing programme and how this philosophy of collaboration ultimately led to local health employers providing sponsorship for students. Therefore, we offer for debate the benefits of collaborative curriculum design and future considerations of attracting employer funding for graduate entry nursing programmes. Copyright © 2017 Elsevier Ltd. All rights reserved.
A Comparison of Self-Monitoring with and without Reinforcement to Improve On-Task Classroom Behavior

ERIC Educational Resources Information Center

Davis, Tonya N.; Dacus, Sharon; Bankhead, Jenna; Haupert, Megan; Fuentes, Lisa; Zoch, Tamara; Kang, Soyeon; Attai, Shanna; Lang, Russell

2014-01-01

In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During…
In Search of an Integrative Theme for the Undergraduate Business Curriculum

ERIC Educational Resources Information Center

Sherman, W. Richard

2007-01-01

The Business Core is typically a set of courses in the curriculum of many business schools which provides the student with a breadth of knowledge across all business disciplines. The purpose of this paper is to introduce a curricular model based upon the balanced scorecard (BSC) developed by Kaplan & Norton (1996). With its multi-dimensional…

Cumulative Risk Effects in the Bullying of Children and Young People with Autism Spectrum Conditions

ERIC Educational Resources Information Center

Hebron, Judith; Oldfield, Jeremy; Humphrey, Neil

2017-01-01

Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative…
Playing a Double Game: Authorial Reading and the Ethics of Interpretation

ERIC Educational Resources Information Center

Smith, Michael W.; Rabinowitz, Peter J.

2005-01-01

Students in English education typically have to live in (at least) two worlds: departments of English in which they receive their disciplinary training, and departments or schools or programs of education in which they work to develop the pedagogical content knowledge they need to teach in that discipline. Often those worlds are far apart. In this…
Cell Phones in American High Schools: A National Survey

ERIC Educational Resources Information Center

Obringer, S. John; Coffey, Kent

2007-01-01

A survey instrument to determine school policy and practice regarding cell phone use by teachers and students was developed using a literature review, a panel of experts, and then a pilot study with typical respondents. The survey was mailed out randomly to 200 high school principals representing all 50 states. The return rate was 56 percent with…
Composting. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Arasmith, E. E.

Composting is a lesson developed for a sludge treatment and disposal course. The lesson discusses the basic theory of composting and the basic operation, in a step-by-step sequence, of the two typical composting procedures: windrow and forced air static pile. The lesson then covers basic monitoring and operational procedures. The instructor's…
Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

ERIC Educational Resources Information Center

Ozaydin, Latife

2015-01-01

The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…
A Profile of 1984 Homebuyers. Teachers Instructional Packet, TIP-2A, Spring 1987.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Texas Real Estate Research Center.

Part of a series of classroom aids designed for real estate instructors, this instructional packet was developed to help real estate students understand the characteristics of Texas homebuyers. First, a summary profile of homebuyers is presented, indicating that: (1) the typical 1984 Texas homebuyer was married, was between 25 and 34 years old,…
Standard and Poor's How to Invest. A Handbook for Buying and Selling Stocks and Bonds.

ERIC Educational Resources Information Center

Standard & Poor's Corp., New York, NY.

Designed for the general public and possibly suitable also for high school and college economic students, the handbook gives general information about investing in the stock market. Arranged into seven sections, the handbook discusses the typical shareholder, common and preferred stocks, buying and selling bonds, how to develop a personal…
Teaching Movable "Du": Guidelines for Developing Enrhythmic Reading Skills

ERIC Educational Resources Information Center

Dalby, Bruce

2015-01-01

Reading music notation with fluency is a complex skill requiring well-founded instruction by the music teacher and diligent practice on the part of the learner. The task is complicated by the fact that there are multiple ways to notate a given rhythm. Beginning music students typically have their first encounter with enrhythmic notation when they…
"Hey, I Can Do This!" The Benefits of Conducting Undergraduate Psychology Research for Young Adult Development

ERIC Educational Resources Information Center

Searight, H. Russell; Ratwik, Susan; Smith, Todd

2010-01-01

Many undergraduate programs require students to complete an independent research project in their major field prior to graduation. These projects are typically described as opportunities for integration of coursework and a direct application of the methods of inquiry specific to a particular discipline. Evaluations of curricular projects have…
Conceptualizing a Mentoring Program for American Indian/Alaska Native Students in the STEM Fields: A Review of the Literature

ERIC Educational Resources Information Center

Windchief, Sweeney; Brown, Blakely

2017-01-01

In order to address the disparity of American Indian/Alaska Native (AI/AN) doctorates in science, technology, engineering, and math (STEM), culturally congruent mentorship program development is needed. Because traditional Western academic paradigms are typically constrained to a non-Indigenous perspective, the authors question how American Indian…
Types of Youth Aggression and Violence and Implications for Prevention and Treatment.

ERIC Educational Resources Information Center

Van Acker, Richard

This monograph explores the nature and development of aggression and violence in children and youth, especially as manifested within the school setting. It examines the extent of the problem, typical reactions to aggression and violence within the school, and the impact of these reactions on the behavior of students with emotional/behavior…
Bringing Curriculum to Life. Enacting Project-Based Learning in Music Programs

ERIC Educational Resources Information Center

Tobias, Evan S.; Campbell, Mark Robin; Greco, Phillip

2015-01-01

At its core, project-based learning is based on the idea that real-life problems capture student interest, provoke critical thinking, and develop skills as they engage in and complete complex undertakings that typically result in a realistic product, event, or presentation to an audience. This article offers a starting point for music teachers who…
Extracurricular Participation and the Development of School Attachment and Learning Goal Orientation: The Impact of School Quality

ERIC Educational Resources Information Center

Fischer, Natalie; Theis, Désirée

2014-01-01

School motivation and attachment typically decline after the transition to middle school. According to the stage-environment fit approach, extracurricular activities are supposed to promote motivation. However, research has shown that the effects depend on the quality of the activities, which usually is measured by assessing students' individual…
"That's Not Fair!"--Using RET to Address the Issue of Fairness in Classroom Guidance.

ERIC Educational Resources Information Center

Kelly, Forrest R., Jr.

1996-01-01

If school counselors give a typical Rational Emotive Therapy disputative response to the issue of fairness, students are not helped to develop a more reasonable and rational view on this issue. Describes discussion led by counselor emphasizing choice, acceptance, and the irrationality of the belief that the world is unfair. (LSR)
The Rise of Student Trusteeship in the United States: A Case Study at Indiana University

ERIC Educational Resources Information Center

Lozano, Jon M.

2016-01-01

Colleges and universities across the United States have, over the centuries of their existence, gradually developed the systems of governance that we see today. Typically, this has taken the form of a governing board comprised of individuals with some connection to the institution. Although major restructuring of institutional governance may seem…
Effect of Most-to-Least Prompting Procedure on Dressing Skill of Students with Autism

ERIC Educational Resources Information Center

Çetrez-Iscan, Galibiye; Nurçin, Elçin; Fazlioglu, Yesim

2016-01-01

Dressing skill is one of the necessary self-care skills that is taught to individuals with autism in order for them to be able to live independently. Typically, developing individuals can acquire dressing skill on their own; however, children with autism have difficulties in learning such skill without systematic teaching. Thus, teaching dressing…
Beyond Traditional Measures of STEM Success: Long-Term Predictors of Social Agency and Conducting Research for Social Change

ERIC Educational Resources Information Center

Garibay, Juan C.

2018-01-01

Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students' outcomes critical to promoting a more equitable society, typically focusing on…
The Importance of Orientation and Mobility Skills for Students Who Are Deaf-Blind. Revised

ERIC Educational Resources Information Center

Gense, D. Jay; Gense, Marilyn

2004-01-01

Children learn about their environment as they move through it--about people and objects, sizes, shapes, and distances. For typically developing children the senses of sight and hearing provide the greatest motivation for exploration. These children will use their vision and hearing to gather information about their surroundings while growing in…
A Preliminary Study on Gender Differences in Studying Systems Analysis and Design

ERIC Educational Resources Information Center

Lee, Fion S. L.; Wong, Kelvin C. K.

2017-01-01

Systems analysis and design is a crucial task in system development and is included in a typical information systems programme as a core course. This paper presented a preliminary study on gender differences in studying a systems analysis and design course of an undergraduate programme. Results indicated that male students outperformed female…
Small Craft Advisory!: Cardboard Boat Challenges Students' Research, Design and Construction Skills

ERIC Educational Resources Information Center

Griffis, Kurt; Brand, Lance; Shackelford, Ray

2006-01-01

Throughout history, people have moved themselves and cargo across water in boats and other types of vessels. Most vessels are developed using a technological design process, which typically involves problem solving and a series of steps. The designer documents each step to provide an accurate record of accomplishments and information to guide…

Visual, Motor, and Visual-Motor Integration Difficulties in Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Oliver, Kimberly

2013-01-01

Autism spectrum disorders (ASDs) affect 1 in every 88 U.S. children. ASDs have been described as neurological and developmental disorders impacting visual, motor, and visual-motor integration (VMI) abilities that affect academic achievement (CDC, 2010). Forty-five participants (22 ASD and 23 Typically Developing [TD]) 8 to 14 years old completed…
An Examination of Treatment Effects of a First Grade Literacy Intervention Using a Regression Discontinuity Design

ERIC Educational Resources Information Center

Chaparro, Erin A.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.

2012-01-01

Response to Intervention (RTI) is a tiered instructional delivery framework developed to meet the needs of all students and has the potential to improve reading achievement, prevent reading problems, and improve identification accuracy for learning disabilities. Tier 1 typically occurs in the context of the general education classroom and is…
Narrative Writing in Children and Adolescents: Examining the Literate Lexicon

ERIC Educational Resources Information Center

Sun, Lei; Nippold, Marilyn A.

2012-01-01

Purpose: This study was designed primarily to examine the use of abstract nouns and metacognitive verbs in the narrative writing of school-age children and adolescents. Method: Three groups of typically developing students ages 11, 14, and 17 years (n = 40 per group) were asked to write a story about something funny, sad, or scary that had…
Wikipedia neuroscience stub editing in an introductory undergraduate neuroscience course.

PubMed

Burdo, Joseph R

2012-01-01

In response to the Society for Neuroscience initiative to help improve the neuroscience related content in Wikipedia, I implemented Wikipedia article construction and revision in my Introduction to Neuroscience course at Boston College as a writing intensive and neuroscience related outreach activity. My students worked in small groups to revise neuroscience "stubs" of their choice, many of which had little or no useful content. The exercise resulted in the successful development of well-written Wikipedia neuroscience articles, and was received well by my students, receiving positive marks in our course evaluations. Much of the student guidance and assessment was done by student peer groups as well as other Wikipedia editors outside of our course, reducing the instructor involvement to below that of a typical term paper.
Research on a Unique Instructional Framework for Elevating Students’ Quantitative Problem Solving Abilities

NASA Astrophysics Data System (ADS)

Prather, Edward E.; Wallace, Colin Scott

2018-06-01

We present an instructional framework that allowed a first time physics instructor to improve students quantitative problem solving abilities by more than a letter grade over what was achieved by students in an experienced instructor’s course. This instructional framework uses a Think-Pair-Share approach to foster collaborative quantitative problem solving during the lecture portion of a large enrollment introductory calculus-based mechanics course. Through the development of carefully crafted and sequenced TPS questions, we engage students in rich discussions on key problem solving issues that we typically only hear about when a student comes for help during office hours. Current work in the sophomore E&M course illustrates that this framework is generalizable to classes beyond the introductory level and for topics beyond mechanics.
Drinking game play among first-year college student drinkers: An event-specific analysis of the risk for alcohol use and problems

PubMed Central

Ray, Anne E.; Stapleton, Jerod L.; Turrisi, Rob; Mun, Eun-Young

2014-01-01

Background College students who play drinking games (DGs) more frequently report higher levels of alcohol use and experience more alcohol-related harm. However, the extent to which they are at risk for increased consumption and harm as a result of DG play on a given event after accounting for their typical DG participation, and typical and event drinking, is unclear. Objectives We examined whether first-year students consumed more alcohol and were more likely to experience consequences on drinking occasions when they played DGs. Methods Participants (N = 336) completed up to six web-based surveys following weekend drinking events in their first semester. Alcohol use, DG play, and consequences were reported for the Friday and Saturday prior to each survey. Typical DG tendencies were controlled in all models. Typical and event alcohol use were controlled in models predicting risk for consequences. Results Participants consumed more alcohol on DG versus non-DG events. All students were more likely to experience blackout drinking consequences when they played DGs. Women were more likely to experience social-interpersonal consequences when they played DGs. Conclusion DG play is an event-specific risk factor for increased alcohol use among first-year students, regardless of individual DG play tendencies. Further, event DG play signals increased risk for blackout drinking consequences for all students, and social-interpersonal consequences for women, aside from the amount of alcohol consumed on those occasions as well as typical drinking behaviors. Prevention efforts to reduce high-risk drinking may be strengthened by highlighting both event- and person-specific risks of DG play. PMID:25192202
Discussion and group work design in O2O teaching of applied optics: questions, strategies and extending

NASA Astrophysics Data System (ADS)

Li, Xiaotong; Cen, Zhaofeng; Liu, Xiangdong; Zheng, Zhenrong

2017-08-01

Applied optics course in Zhejiang University is a National Excellent Resource Sharing Course in China, and the online to offline teaching strategies have been implemented and shared with dozens of universities and colleges in China. Discussion is an important activity in teaching. In this paper our main consideration is designing the discussion questions and group works so as to develop the students' critical thinking, cooperative and sharing spirits, and communication abilities in the cosmopolitan era. Typical questions that connect different chapters and help the students to understand the relationship between each sub-system in both field of view and aperture are given for discussion. We inspire the students to complete group works such as ray trace programming by cooperation and then make presentations. All of these create a circumstance for sharing thoughts and developing intelligence and knowledge. A poll shows that the students pay more attention to optical design than before and have made progress in conversation and cooperation.
Communication skills to develop trusting relationships on global virtual engineering capstone teams

NASA Astrophysics Data System (ADS)

Zaugg, Holt; Davies, Randall S.

2013-05-01

As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the 'soft' communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with distant team members. Weekly team meetings provide an excellent opportunity to observe key team interactions that facilitate relationship and trust-building among team members. This study observed the weekly team meetings of engineering students attending two US universities and one Asian university as they collaborated as a single GV capstone GV team. In addition local team members were interviewed individually and collectively throughout the project to determine strategies that facilitated team relations and trust. Findings indicate the importance of student choice of virtual communication tools, the refining of communication practices, and specific actions to build trusting relationships. As student developed these attributes, collaboration and success was experienced on this GV team.
The Process of Including Elementary Students with Autism and Intellectual Impairments in Their Typical Classrooms.

ERIC Educational Resources Information Center

Downing, June E.; And Others

A qualitative case study methodology was used to examine the process of including three students with autism, intellectual impairments, and behavioral challenges in age-appropriate typical classrooms and home schools. Data were obtained over a 9-month period from field notes of a participant researcher and three paraeducators, structured…
The Missing Curriculum in Physics Problem-Solving Education

NASA Astrophysics Data System (ADS)

Williams, Mobolaji

2018-05-01

Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.
Perceptions of medical school graduates and students regarding their academic preparation to teach.

PubMed

Henry, B W; Haworth, J G; Hering, P

2006-09-01

How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (p<0.002) than residents rated themselves. The residents and students in this study viewed academic preparation for teaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.
Affordability of Meteorology Graduate Programs in the United States and Canada.

NASA Astrophysics Data System (ADS)

Gilmore, Matthew S.; Toracinta, E. Richard

1998-06-01

The authors surveyed 55 university departments in the United States and Canada that grant doctor of philosophy and/or master of science degrees in meteorology or the atmospheric sciences. Two-thirds of university departments responded. Survey topics included graduate student income (stipends and health insurance benefits) and mandatory costs (tuition, fees, and health insurance costs) incurred for fall 1996.Results show that most graduate students do have funding but only one-quarter of departments indicate that health insurance benefits are provided to graduate assistants. The largest mandatory cost is typically housing, which was estimated (except for Canadian schools) with 1996 Fair Market Rent data from the U.S. Department of Housing and Urban Development. For schools not providing it, the second largest cost is typically health insurance. The smallest costs are typically tuition (waived for graduate assistants in most cases) and fees.The difference between income and mandatory costs over a nine-month period gives an "effective income." Evidence was found associating greater effective income with larger departments and with locations where housing costs are larger. No significant evidence was found to associate differences in effective income with city size or geographic region. The broad range in effective income between the departments suggests that some graduate programs may be much more affordable than others.This information can aid university departments in planning budgets that keep them competitive with one another. This paper will also help prospective graduate students by raising awareness about important issues of graduate program affordability.
Employing Model-Based Reasoning in Interdisciplinary Research Teams: Evidence-Based Practices for Integrating Knowledge Across Systems

NASA Astrophysics Data System (ADS)

Pennington, D. D.; Vincent, S.

2017-12-01

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

PubMed

Koenig, Kristie Patten; Feldman, Jill M; Siegel, Dorothy; Cohen, Shirley; Bleiweiss, Jamie

2014-01-01

Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.
Desktop Modeling and Simulation: Parsimonious, yet Effective Discrete-Event Simulation Analysis

NASA Technical Reports Server (NTRS)

Bradley, James R.

2012-01-01

This paper evaluates how quickly students can be trained to construct useful discrete-event simulation models using Excel The typical supply chain used by many large national retailers is described, and an Excel-based simulation model is constructed of it The set of programming and simulation skills required for development of that model are then determined we conclude that six hours of training are required to teach the skills to MBA students . The simulation presented here contains all fundamental functionallty of a simulation model, and so our result holds for any discrete-event simulation model. We argue therefore that Industry workers with the same technical skill set as students having completed one year in an MBA program can be quickly trained to construct simulation models. This result gives credence to the efficacy of Desktop Modeling and Simulation whereby simulation analyses can be quickly developed, run, and analyzed with widely available software, namely Excel.
A Multi-Faceted Approach to Inquiry-Based Learning

NASA Astrophysics Data System (ADS)

Brudzinski, M. R.; Sikorski, J.

2009-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.
Socioemotional self-perceptions, family climate, and hopeful thinking among students with learning disabilities and typically achieving students from the same classes.

PubMed

Idan, Orly; Margalit, Malka

2014-01-01

This study aimed at examining the adjustment of students with learning disabilities (LD) and at exploring the mediating role of hope. By means of a multidimensional approach, the interactions between risk and protective factors emerging from internal and external resources among 856 high school students (10th to 12th grades) were analyzed. A total of 529 typically achieving students and 327 students with LD attending general education classes in seven high schools completed seven instruments measuring sense of coherence, basic psychological needs, loneliness, family climate, hope, academic self-efficacy, and effort. The students' achievements in English, history, and mathematics were collected. The analysis used structural equation modeling, and the results emphasized the significant role of hope as a mediator between risk and protective factors and academic self-efficacy and its significance for students with and without LD in explaining achievements and effort investment.
Null effects of boot camps and short-format training for PhD students in life sciences

PubMed Central

Feldon, David F.; Jeong, Soojeong; Peugh, James; Roksa, Josipa; Maahs-Fladung, Cathy; Shenoy, Alok; Oliva, Michael

2017-01-01

Many PhD programs incorporate boot camps and summer bridge programs to accelerate the development of doctoral students’ research skills and acculturation into their respective disciplines. These brief, high-intensity experiences span no more than several weeks and are typically designed to expose graduate students to data analysis techniques, to develop scientific writing skills, and to better embed incoming students into the scholarly community. However, there is no previous study that directly measures the outcomes of PhD students who participate in such programs and compares them to the outcomes of students who did not participate. Likewise, no previous study has used a longitudinal design to assess these outcomes over time. Here we show that participation in such programs is not associated with detectable benefits related to skill development, socialization into the academic community, or scholarly productivity for students in our sample. Analyzing data from 294 PhD students in the life sciences from 53 US institutions, we found no statistically significant differences in outcomes between participants and nonparticipants across 115 variables. These results stand in contrast to prior studies presenting boot camps as effective interventions based on participant satisfaction and perceived value. Many universities and government agencies (e.g., National Institutes of Health and National Science Foundation) invest substantial resources in boot camp and summer bridge activities in the hopes of better supporting scientific workforce development. Our findings do not reveal any measurable benefits to students, indicating that an allocation of limited resources to alternative strategies with stronger empirical foundations warrants consideration. PMID:28847929
Tales from the front lines: the creative essay as a tool for teaching genetics.

PubMed

Koehler, K E; Hawley, R S

1999-07-01

In contrast to the more typical mock grant proposals or literature reviews, we describe the use of the creative essay as a novel tool for teaching human genetics at the college level. This method has worked well for both nonmajor and advanced courses for biology majors. The 10- to 15-page essay is written in storylike form and represents a student's response to the choice of 6-8 scenarios describing human beings coping with various genetic dilemmas. We have found this tool to be invaluable both in developing students' ability to express genetic concepts in lay terms and in promoting student awareness of genetic issues outside of the classroom. Examples from student essays are presented to illustrate these points, and guidelines are suggested regarding instructor expectations of student creativity and scientific accuracy. Methods of grading this assignment are also discussed.
Tales from the front lines: the creative essay as a tool for teaching genetics.

PubMed Central

Koehler, K E; Hawley, R S

1999-01-01

In contrast to the more typical mock grant proposals or literature reviews, we describe the use of the creative essay as a novel tool for teaching human genetics at the college level. This method has worked well for both nonmajor and advanced courses for biology majors. The 10- to 15-page essay is written in storylike form and represents a student's response to the choice of 6-8 scenarios describing human beings coping with various genetic dilemmas. We have found this tool to be invaluable both in developing students' ability to express genetic concepts in lay terms and in promoting student awareness of genetic issues outside of the classroom. Examples from student essays are presented to illustrate these points, and guidelines are suggested regarding instructor expectations of student creativity and scientific accuracy. Methods of grading this assignment are also discussed. PMID:10388836

Educating Medical Laboratory Technologists: Revisiting Our Assumptions in the Current Economic and Health-Care Environment

PubMed Central

Linder, Regina

2012-01-01

Health care occupies a distinct niche in an economy struggling to recover from recession. Professions related to the care of patients are thought to be relatively resistant to downturns, and thus become attractive to students typically drawn to more lucrative pursuits. Currently, a higher profile for clinical laboratory technology among college students and those considering career change results in larger and better prepared applicant pools. However, after decades of contraction marked by closing of programs, prospective students encounter an educational system without the capacity or vigor to meet their needs. Here discussed are some principles and proposals to allow universities, partnering with health-care providers, government agencies, and other stake-holders to develop new programs, or reenergize existing ones to serve our students and patients. Principles include academic rigor in biomedical and clinical science, multiple points of entry for students, flexibility in format, cost effectiveness, career ladders and robust partnerships. PMID:23653802
Perceived Friendship Quality of Children with Autism Spectrum Disorder as Compared to their Peers in Mixed and Non-mixed Dyads.

PubMed

Petrina, Neysa; Carter, Mark; Stephenson, Jennifer; Sweller, Naomi

2016-04-01

There has been limited research exploring the similarity of perception of friendship quality between children with Autism Spectrum Disorder (ASD) and their friends. In this study, 45 children with ASD participated together with their friends. Two levels of friendship quality congruency were investigated: reciprocity and mutuality. A high proportion of the friendships were reciprocated for both the mixed and non-mixed friendship groups. Nevertheless, students with ASD reported substantial differences in perceptions of their friendship quality as compared to their nominated friends. The findings of the present study mirrored those of previous research with typically developing children. Further study is required to systematically investigate the differences in friendship quality perceptions within friendship dyads for both typically developing children and those with ASD diagnosis.
Early developmental milestones and age of independent walking in orphans compared with typical home-raised infants.

PubMed

Chaibal, Supattra; Bennett, Surussawadi; Rattanathanthong, Korrawan; Siritaratiwat, Wantana

2016-10-01

Early gross motor development is a major indicator of global milestones in the first year of life, affecting the walking ability of a child. There has been limited research reporting on early motor development and the age of independent walking of orphaned infants compared to typical home-raised infants. The purpose of this study was to compare the mean scores of early gross motor movement at 4, 6 and 8months of age and at the age of walking attainment of typically raised infants and orphaned infants. In addition, we looked to compare the walking age between these same infants. This cross-sectional study recruited 59 typical home-raised infants and 62 orphans. Their gross motor development was assessed using the Alberta Infant Motor Scale (AIMS). The age of walking attainment was also prospectively monitored and ascertained. The Student's independent t-test was used to analyse the differences of the AIMS scores at 4, 6 and 8months of age and at the age of independent walking between the two groups. The orphans showed significantly lower AIMS scores at 4, 6 and 8months of age and the age of independent walking (P-value<0.05). The orphan group had a 5-month older mean age of walking attainment (15.0±4.2months) compared with typical home-raised infants (9.9±1.4months). Orphans have delays in early gross motor development and walk independently at an older age, compared with home-raised infants. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
Tracking subtle stereotypes of children with trisomy 21: from facial-feature-based to implicit stereotyping.

PubMed

Enea-Drapeau, Claire; Carlier, Michèle; Huguet, Pascal

2012-01-01

Stigmatization is one of the greatest obstacles to the successful integration of people with Trisomy 21 (T21 or Down syndrome), the most frequent genetic disorder associated with intellectual disability. Research on attitudes and stereotypes toward these people still focuses on explicit measures subjected to social-desirability biases, and neglects how variability in facial stigmata influences attitudes and stereotyping. The participants were 165 adults including 55 young adult students, 55 non-student adults, and 55 professional caregivers working with intellectually disabled persons. They were faced with implicit association tests (IAT), a well-known technique whereby response latency is used to capture the relative strength with which some groups of people--here photographed faces of typically developing children and children with T21--are automatically (without conscious awareness) associated with positive versus negative attributes in memory. Each participant also rated the same photographed faces (consciously accessible evaluations). We provide the first evidence that the positive bias typically found in explicit judgments of children with T21 is smaller for those whose facial features are highly characteristic of this disorder, compared to their counterparts with less distinctive features and to typically developing children. We also show that this bias can coexist with negative evaluations at the implicit level (with large effect sizes), even among professional caregivers. These findings support recent models of feature-based stereotyping, and more importantly show how crucial it is to go beyond explicit evaluations to estimate the true extent of stigmatization of intellectually disabled people.
Early Career Teachers' Ability to Focus on Typical Students Errors in Relation to the Complexity of a Mathematical Topic

ERIC Educational Resources Information Center

Pankow, Lena; Kaiser, Gabriele; Busse, Andreas; König, Johannes; Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina

2016-01-01

The paper presents results from a computer-based assessment in which 171 early career mathematics teachers from Germany were asked to anticipate typical student errors on a given mathematical topic and identify them under time constraints. Fast and accurate perception and knowledge-based judgments are widely accepted characteristics of teacher…
A Model of Self-Explanation Strategies of Instructional Text and Examples in the Acquisition of Programming Skills.

ERIC Educational Resources Information Center

Recker, Margaret M.; Pirolli, Peter

Students learning to program recursive LISP functions in a typical school-like lesson on recursion were observed. The typical lesson contains text and examples and involves solving a series of programming problems. The focus of this study is on students' learning strategies in new domains. In this light, a Soar computational model of…
Beach Books: 2014-2016. What Do Colleges and Universities Want Students to Read outside Class?

ERIC Educational Resources Information Center

Randall, David

2016-01-01

Hundreds of American colleges and universities continue to assign a summer reading to entering freshmen--typically one book, which the students are asked to read outside their courses. Many institutions embed the common reading in a larger program of campus activities: typically, they invite the common reading author to help open the academic year…
A graduate education framework for tropical conservation and development.

PubMed

Kainer, Karen A; Schmink, Marianne; Covert, Hannah; Stepp, John Richard; Bruna, Emilio M; Dain, Jonathan L; Espinosa, Santiago; Humphries, Shoana

2006-02-01

Conventional graduate training related to tropical conservation and development has typically separated the two fields, with students focusing on either conservation from the perspective of the biophysical sciences or development as an extension of the social sciences. On entering the workforce, however graduates find they are required to work beyond disciplinary boundaries to address the complex interconnectivity between biological conservation and human well-being. We devised a framework for graduate education that broadens students' skill sets to learn outside their immediate disciplines and think in terms of linked socioecological systems, work in teams, communicate in nonacademic formats, and reflect critically on their own perspectives and actions. The University of Florida's Tropical Conservation and Development program has adopted a learning and action platform that blends theory, skills, and praxis to create an intellectual, social, and professionally safe space where students, faculty, and other participants can creatively address the complex challenges of tropical conservation and development. This platform operates within a nondegree-granting program and includes core courses that are taught by a team of biophysical and social scientists. It incorporates a range of alternative learning spaces such as student-led workshops, retreats, visiting professionals, practitioner experiences, and a weekly student-led seminar that collectively encourage students and faculty to enhance their skills and systematically and thoroughly reflect on program activities. Challenges to the described approach include increased service demands on faculty, a redefinition of research excellence to include effective and equitable collaboration with host-country partners, and the trade-offs and uncertainties inherent in more collaborative, interdisciplinary research. Despite these challenges, growing interdisciplinary programs, coupled with adaptive educational approaches that emphasize learning and action networks of students, faculty, and field partners, provide the best hope for responding to the emerging challenges of tropical conservation and development.
Scaffolding Preservice Teachers' Evaluation of Children's Science Literature: Attention to Science-Focused Genres and Use

NASA Astrophysics Data System (ADS)

Ford, Danielle J.

2004-04-01

The use of an inquiry framework to support the development of learners'' scientific literacy has been supported by research on learning in science and advocated by the major science standards and policy documents. To fully engage in inquiry, however, a wide range of tools, including both activities and texts, must be employed. The successful integration of text materials requires the selection of suitable texts. This, in turn, requires an in-depth understanding of the types of science books available and their potential uses within an inquiry framework. To support preservice teachers'' development of these understandings, I examined the criteria they typically employ when evaluating texts in contextualized and uncontextualized settings. In these settings, students attended primarily to visual characteristics of texts or exhibited their limited understandings of science content and text use. These results were used to develop an evaluation framework that emphasizes use in inquiry over other typical evaluation criteria.
Preliminary examination of spring break alcohol use and related consequences.

PubMed

Lee, Christine M; Lewis, Melissa A; Neighbors, Clayton

2009-12-01

The authors examined the extent to which college student drinkers are at risk for experiencing negative alcohol-related consequences during Spring Break. A sample of first-year college student drinkers (N = 726) participated by completing an online survey assessing typical drinking, as well as Spring Break drinking and related consequences. Findings suggest Spring Break drinking was positively associated with alcohol-related consequences during Spring Break, even after controlling for sex and typical drinking. Furthermore, results indicated that typical drinking moderated the relationship between Spring Break drinking and expected zero-values (i.e., not reporting any Spring Break consequences), such that the association between Spring Break drinking and the likelihood of being a zero-score was less evident for those who are typically lighter drinkers. Identifying and examining temporal and contextually relevant events and associated drinking is critical for understanding and ultimately preventing extreme drinking and associated consequences associated with specific events like Spring Break, which place many students at high risk for experiencing acute harm. Copyright 2009 APA
Is a Quality Course a Worthy Course? Designing for Value and Worth in Online Courses

ERIC Educational Resources Information Center

Youger, Robin E.; Ahern, Terence C.

2015-01-01

There are many strategies for estimating the effectiveness of instruction. Typically, most methods are based on the student evaluation. Recently a more standardized approach, Quality Matters (QM), has been developed that uses an objectives-based strategy. QM, however, does not account for the learning process, nor for the value and worth of the…
Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting

ERIC Educational Resources Information Center

Tom, Buggey

2005-01-01

Videotaped self-modeling (VSM) was developed as a means to allow participants to view themselves in situations where they are performing at a more advanced level than they typically function. VSM has been used effectively to train positive behaviors and reduce unwanted behaviors across a range of ages and behaviors; however, few studies of VSM…
Computer-Based and Paper-Based Reading Comprehension in Adolescents with Typical Language Development and Language-Learning Disabilities

ERIC Educational Resources Information Center

Srivastava, Pradyumn; Gray, Shelley

2012-01-01

Purpose: With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents…
Using Software Testing Techniques for Efficient Handling of Programming Exercises in an e-Learning Platform

ERIC Educational Resources Information Center

Schwieren, Joachim; Vossen, Gottfried; Westerkamp, Peter

2006-01-01

e-Learning has become a major field of interest in recent years, and multiple approaches and solutions have been developed. A typical form of e-learning application comprises exercise submission and assessment systems that allow students to work on assignments whenever and where they want (i.e., dislocated, asynchronous work). In basic computer…
There Is No "I" in Co-Teacher: Team-Building Professional Development to Support High School Co-Teachers

ERIC Educational Resources Information Center

Goodhue, Denise S.

2016-01-01

In an effort to meet the needs of special education students in inclusion classrooms co-teaching is typically utilized as a service delivery model. Research has identified a number of benefits to co-teaching however, a number of obstacles have been found to inhibit its effective implementation in secondary schools. High school special education…
PreK-6 Teachers' Beliefs about Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives

ERIC Educational Resources Information Center

Jeong, Hyunjeong

2013-01-01

The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across…
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses about the Impact of Mathematics Teaching on Learning

ERIC Educational Resources Information Center

Yeh, Cathery; Santagata, Rossella

2015-01-01

This study examines the development of a specific sub-skill for studying and improving teaching--the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating…
The Role of the Scientific Discovery Narrative in Middle School Science Education: An Experimental Study

ERIC Educational Resources Information Center

Arya, Diana J.; Maul, Andrew

2012-01-01

In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was…
Authorized Course of Instruction for the Quinmester Program. Science: The World of Animals, Animal Life, Four Legged and Otherwise.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This instructional package contains three animal life units developed for the Dade County Florida Quinmester Program. "The World of Animals" is a survey course of the animal kingdom (excluding man) and involves the students in many laboratory investigations and group activities. Typical animals of South Florida and unusual animals of the…
Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept

ERIC Educational Resources Information Center

Girli, Alev; Öztürk, Halil

2017-01-01

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

A Snapshot of After-School Program Research Literature. Research Watch. D&A Report No. 13.10

ERIC Educational Resources Information Center

Rhea, Anisa

2013-01-01

After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…
A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools

ERIC Educational Resources Information Center

Denton, Carolyn A.; Solari, Emily J.; Ciancio, Dennis J.; Hecht, Steven A.; Swank, Paul R.

2010-01-01

This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…
Effects of peer-mediated implementation of visual scripts in middle school.

PubMed

Ganz, Jennifer B; Heath, Amy K; Lund, Emily M; Camargo, Siglia P H; Rispoli, Mandy J; Boles, Margot; Plaisance, Lauren

2012-05-01

Although research has investigated the impact of peer-mediated interventions and visual scripts on social and communication skills in children with autism spectrum disorders, no studies to date have investigated peer-mediated implementation of scripts. This study investigated the effects of peer-implemented scripts on a middle school student with autism, intellectual impairments, and speech-language impairment via a multiple baseline single-case research design across behaviors. The target student demonstrated improvements in three communicative behaviors when implemented by a trained peer; however, behaviors did not generalize to use with an untrained typically developing peer.
Adolescent Brain Development and Underage Drinking in the United States: Identifying Risks of Alcohol Use in College Populations

PubMed Central

Silveri, Marisa M.

2015-01-01

Alcohol use typically is initiated during adolescence, an age period that overlaps with critical structural and functional maturation of the brain. Brain maturation and associated improvements in decision-making continue into the second decade of life, reaching plateaus within the period referred to as “emerging adulthood” (18–24 years). Emerging adulthood is the typical age span of the traditionally aged college student, which includes the age (21 years) when alcohol consumption becomes legal in the United States. This review highlights neurobiological evidence indicating the vulnerabilities of the emerging adult brain to alcohol effects. This review also identifies that reduced sensitivity to alcohol sedation and increased sensitivity to alcohol-related disruptions in memory, positive family history of alcoholism effects on brain structure and function, and emerging co-morbid psychiatric conditions serve as unique vulnerabilities that increase the risks associated with underage alcohol use. These vulnerabilities likely contribute to excessive and unsupervised drinking in college students. Discouraging alcohol consumption until neurobiological adulthood is reached is important for minimizing alcohol-related disruptions in brain development and decision-making capacity, and reducing the negative behavioral consequences associated with underage alcohol use. PMID:22894728
Examining problem solving in physics-intensive Ph.D. research

NASA Astrophysics Data System (ADS)

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-12-01

Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically learned in undergraduate coursework. This paper expands the notion of problem solving by characterizing the breadth of problems and problem-solving processes carried out by graduate students in physics-intensive research. We conducted semi-structured interviews with ten graduate students to determine the routine, difficult, and important problems they engage in and problem-solving strategies they found useful in their research. A qualitative typological analysis resulted in the creation of a three-dimensional framework: context, activity, and feature (that made the problem challenging). Problem contexts extended beyond theory and mathematics to include interactions with lab equipment, data, software, and people. Important and difficult contexts blended social and technical skills. Routine problem activities were typically well defined (e.g., troubleshooting), while difficult and important ones were more open ended and had multiple solution paths (e.g., evaluating options). In addition to broadening our understanding of problems faced by graduate students, our findings explore problem-solving strategies (e.g., breaking down problems, evaluating options, using test cases or approximations) and characteristics of successful problem solvers (e.g., initiative, persistence, and motivation). Our research provides evidence of the influence that problems students are exposed to have on the strategies they use and learn. Using this evidence, we have developed a preliminary framework for exploring problems from the solver's perspective. This framework will be examined and refined in future work. Understanding problems graduate students face and the strategies they use has implications for improving how we approach problem solving in undergraduate physics and physics education research.
College Student Internet Use: Convenience and Amusement

ERIC Educational Resources Information Center

Johnson, Genevieve M.

2007-01-01

Four hundred five college students completed a questionnaire that assessed patterns of Internet use. Results describe college students, with rare exception, as Internet users. The vast majority of college students frequently communicate online and access websites. While an Internet game experience is typical, relatively few college students are…
Linking Teacher Quality, Student Attendance, and Student Achievement

ERIC Educational Resources Information Center

Gershenson, Seth

2016-01-01

Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…
Simulating Student Flow: Institutional Research Applications.

ERIC Educational Resources Information Center

Fawcett, Greg

Monitoring and subsequently simulating student transfer patterns from one academic major (or level) to another typically enables an institution to estimate future student enrollment distributions across academic areas. At the University of Missouri-Columbia (UMC), a student flow model not only simulates the patterns of student transfer but also…
Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

PubMed

Patricia, M; Azanza, V

2001-11-01

A consumer survey was conducted in a university fastfood mall to determine the food consumption and buying patterns of Philippine university students. The survey established that a typical fastfood consumer in the test university foodmall is female between 16 and 22 years old, with a purchasing capability of < or = US$1.79 for a complete meal, and who generally frequents the mall only once a day during weekdays. Wholesomeness, affordability and variety of the foods were the general basis for satisfaction of the typical student consumer.
Paradoxical Personality and Academic Achievement in College Students From Buenos Aires

PubMed Central

Freiberg Hoffmann, Agustín; Fernández Liporace, María Mercedes

2015-01-01

This paper presents a study on paradoxical personality, defined as a distinctive feature in creative persons, developed with 350 college students from Buenos Aires. Goals aimed at describing and analysing possible significant differences of paradoxical traits in students from diverse majors representing seven different fields of study, and examining the relationship between each bipolar trait and academic achievement. The sample was composed of 7 groups (n = 50 by group) representing fields of study typically offered in public universities, Biology, Computer Science, Engineering, Law, Nutrition, Psychology, and History of Art. Analyses by career provided descriptive information about students of these majors, concerning their paradoxical personality profiles. Correlational studies verified significant associations between academic achievement and most paradoxical traits in majors such as Computer Science, Nutrition and Psychology. Results are discussed regarding practical outcomes and teaching programs. PMID:27247680
Integrating BalloonSAT and Atmospheric Dynamic Concepts into the Secondary Classroom

NASA Astrophysics Data System (ADS)

Fong, B. N.; Kennon, J. T.; Roberts, E.

2016-05-01

Arkansas BalloonSAT is an educational outreach and scientific research program that is part of Arkansas State University in Jonesboro, AR. The following is a unit of instruction to incorporate BalloonSAT measurements into secondary science classes. Students interpret graphs and identify several atmospheric trends and properties of a typical balloon flight. Students engage critical thinking skills in developing and answering their own questions relevant to the BalloonSAT program. Prerequisite concepts students should know are how to interpret graphs and unit conversions. Students should have a basic understanding of gravity, units of temperature and distance, and error in measurements. The unit is designed for one week after end-of-course exams and before the end of school. The unit may take two to five 50-minute periods, depending on how many activities are completed.
Immediate dissemination of student discoveries to a model organism database enhances classroom-based research experiences.

PubMed

Wiley, Emily A; Stover, Nicholas A

2014-01-01

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have extended the typical model of inquiry-based labs to include a means for targeted dissemination of student-generated discoveries. This initiative required: 1) creating a set of research-based lab activities with the potential to yield results that a particular scientific community would find useful and 2) developing a means for immediate sharing of student-generated results. Working toward these goals, we designed guides for course-based research aimed to fulfill the need for functional annotation of the Tetrahymena thermophila genome, and developed an interactive Web database that links directly to the official Tetrahymena Genome Database for immediate, targeted dissemination of student discoveries. This combination of research via the course modules and the opportunity for students to immediately "publish" their novel results on a Web database actively used by outside scientists culminated in a motivational tool that enhanced students' efforts to engage the scientific process and pursue additional research opportunities beyond the course.
A physics department's role in preparing physics teachers: The Colorado learning assistant model

NASA Astrophysics Data System (ADS)

Otero, Valerie; Pollock, Steven; Finkelstein, Noah

2010-11-01

In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K-12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students' learning gains are typically double the traditional average.
Measures of Wellness in Young Adult College Students: An Integrative Review.

PubMed

Nair, Julie McCulloh

2018-04-01

Wellness behaviors typically form during the college years, making wellness evaluation crucial during this time frame. Instruments often assess health rather than wellness. Thus, the purpose of this integrative review is to identify and evaluate instruments measuring wellness among young adult college students. Google Scholar, CINAHL, PubMed, MEDLINE, PsycINFO, ERIC, and other databases were searched yielding 350 studies initially. Seven studies met inclusion criteria and were retained for this review. Reliability and validity is reported in each study with ongoing analysis. Homogeneous samples were reported in each study, and administering concurrent instruments created feasibility issues. A summary of instruments measuring wellness in young adult college students is provided. However, few wellness instruments exist in this population. Thus, further development is needed.
Development of sensorial experiments and their implementation into undergraduate laboratories

NASA Astrophysics Data System (ADS)

Bromfield Lee, Deborah Christina

"Visualization" of chemical phenomena often has been limited in the teaching laboratories to the sense of sight. We have developed chemistry experiments that rely on senses other than eyesight to investigate chemical concepts, make quantitative determinations, and familiarize students with chemical techniques traditionally designed using only eyesight. Multi-sensory learning can benefit all students by actively engaging them in learning through stimulation or an alternative way of experiencing a concept or ideas. Perception of events or concepts usually depends on the information from the different sensory systems combined. The use of multi-sensory learning can take advantage of all the senses to reinforce learning as each sense builds toward a more complete experience of scientific data. Research has shown that multi-sensory representations of scientific phenomena is a valuable tool for enhancing understanding of chemistry as well as displacing misconceptions through experience. Multi-sensory experiences have also been shown to enrich memory performance. There are few experiments published which utilize multiple senses in the teaching laboratory. The sensorial experiments chosen were conceptually similar to experiments currently performed in undergraduate laboratories; however students collect different types of data using multi-sensory observations. The experiments themselves were developed by using chemicals that would provide different sensory changes or capitalizing on sensory observations that were typically overlooked or ignored and obtain similar and precise results as in traditional experiments. Minimizing hazards and using safe practices are especially essential in these experiments as students utilize senses traditionally not allowed to be used in the laboratories. These sensorial experiments utilize typical equipment found in the teaching laboratories as well as inexpensive chemicals in order to aid implementation. All experiments are rigorously tested for accuracy and all chemicals examined for safety prior to implementation. The pedagogical objectives were established of to provide the ability to develop and stimulate students' conceptual understanding. The educational assessments of these experiments are are fashioned using the framework chosen (Marzano and Kendall). All the experiments are designed as collaborative, inquiry-based experiments in aims of enhancing the students understanding of the subject and promote critical thinking skills. These experiments use an investigative approach rather than verification methods. Terminology and misconceptions of the experiment were evaluated to prevent misunderstanding or confusion during the experiment. Interventions to address these misconceptions and learning problems associated with the experiment were developed. We have developed the Learning Lab Report, LLR, as an alternative model for the traditional laboratory reports, with the goal of transforming the traditional reports into something more useful for both students and instructors. The educational strategies are employed to develop this format in order to promote students to think critically about the concepts and take an active involvement in learning. From the results of the LLR, all experiments were reviewed and re-written to address any learning problems. The sensorial experiments study several topics usually covered in the first 2 years of the chemistry curriculum (general and organic chemistry courses). The experiments implemented, organic qualitative analysis, esterification kinetics, Le Chatelier equilibrium, thermometric titrations and ASA kinetics, worked effectively as students were able to draw correct conclusions about the concepts from the data obtained. An olfactory titration using the smell of the rutabaga vegetable has been developed and thoroughly tested. The LLR was utilized with the equilibrium, titration and acetyl salicylic acid experiments. The details of the development, implementation of these sensorial experiments and the LLR and student results are discussed.
Experience preferred: insights from our newest public health professionals on how internships/practicums promote career development.

PubMed

Hernandez, Kristen E; Bejarano, Sandra; Reyes, Francis J; Chavez, Margarita; Mata, Holly

2014-01-01

Universities offering undergraduate degrees in health promotion or health education and/or graduate degrees in public health typically require an internship, practicum, or fieldwork experience. This type of mentored experience is an important aspect of career development for the next generation of public health professionals and benefits not only the students but also the profession and the communities in which they work. This article provides perspectives from four public health professionals who have recently graduated from designated minority-serving institutions and highlights the ways in which internship, practicum, or fieldwork experiences have contributed to their career development. From a career development perspective, internships provide unique opportunities to develop professional networks, practice competencies learned in the classroom, gain experience in different environments, and share lessons learned with others in our field. The diversification of the public health research and practice workforce is increasingly recognized as crucial in building health equity. Internship programs that focus specifically on the academic and professional development of students underrepresented in public health provide experiences that meet or supplement academic requirements, and provide students with real-world experience and an expanded network of mentors and role models.
How Much Do Medical Students Know about Physical Income?

ERIC Educational Resources Information Center

Nicholson, Sean

2005-01-01

A comparative study of medical students who estimated physicians' income during their first and fourth years of study throws up interesting results. The medical students typically overestimated physician income by 25% on an average, with differences marked by age, women, older students, students with high MCAT scores. Final year students'…
Examining How Students with Diverse Abilities Use Diagrams to Solve Mathematics Word Problems

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa

2013-01-01

This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…
Team-Based Multidisciplinary Research Scholarship in the Geosciences

NASA Astrophysics Data System (ADS)

Wernette, P. A.; Houser, C.; Quick, C.

2016-12-01

The traditional approach to undergraduate research can be time-intensive for both the mentee and mentor, and can deter potential undergraduates and faculty from participating in research. The Aggie Research Leadership (ARL) and Aggie Research Scholars (ARS) programs represent a team-based, vertically-tiered, and multidisciplinary approach to research that can successfully address complex and relevant research questions. The program is structured such that faculty mentor one or more graduate students or postdocs, who, in turn, mentor teams of 2 to 8 undergraduate students. While it is the responsibility of the graduate student or postdoc to put together a team that works for their research question, undergraduate teams are encouraged to be multidisciplinary in order to leverage the experience and perspective that comes from students in different areas of study. Team leaders are encouraged to discuss their research teams with the faculty mentor regularly to address any potential issues that they might be having, but team leaders are required to meet regularly with other team leaders to discuss any issues that they might be having. Meeting with new and experienced team leaders is a valuable approach to a graduate student or postdoc developing their own set of best practices for mentoring. This experience is invaluable in their future careers, regardless of the field of study. By collaborating with students from other fields of study, no one student is required to become an expert in all topics relating to the research. Another significant advantage of the ARL/ARS programs is that complex research questions are able to be examined because teams typically continue longer than a single semester or academic year. Research teams are vertically-tiered and typically include freshman through seniors. In this way, younger students on the projects are mentored by senior students when they first arrive. Eventually, the younger students will advance through to senior students and will have the opportunity to serve as mentors for incoming students. The vertically-tiered ARl/ARS programs represents a significant advantage in undergraduate research that is beneficial to undergraduate students, graduate students, post-docs, and faculty.

The Voluntariat: A Frieirean framework to understand the nature of undergraduate international (medical) experiences

PubMed Central

Qaiser, Seemi; Dimaras, Helen; Hamel, Paul

2016-01-01

Despite literature documenting limited and asymmetrical benefits along with ethical issues, short-term international volunteering is increasingly popular among North American university students as a perceived advantage when applying to professional healthcare schools or the job market. Academic institutions are also encouraging students to pursue international experiences in order to cultivate values as global citizens. These experiences are most typically limited to economically privileged students. Furthermore, international activities in developing countries often lack a pedagogy of social justice and may confirm a simplistic understanding of development. Brazilian educator Paulo Freire’s “liberation pedagogy” provides a framework for understanding the limitations of international volunteering, whereby the presence of privileged volunteers implementing Western models of development may hinder aspects of local movements. Regardless, university students face intense competition in accessing opportunities, such as medical school, and pay large sums to participate in volunteering to strengthen their academic credentials. We propose that these students form “the voluntariat.” They simultaneously play two roles by, first, contributing to the conditions that oppress the very communities in which they volunteer and, second, by playing a role as objects of oppression by the liberal institutions of learning and employment to which they are attempting to gain access. PMID:28344706
Team research at the biology-mathematics interface: project management perspectives.

PubMed

Milton, John G; Radunskaya, Ami E; Lee, Arthur H; de Pillis, Lisette G; Bartlett, Diana F

2010-01-01

The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics background and an experimentally oriented biology student. The team mentors typically ranked the students' performance very good to excellent over a range of attributes that included creativity and ability to conduct independent research. However, the research teams experienced problems meeting prespecified deadlines due to poor time and project management skills. Because time and project management skills can be readily taught and moreover typically reflect good research practices, simple modifications should be made to undergraduate curricula so that the promise of initiatives, such as MATH-BIO 2010, can be implemented.
Bullying: what speech-language pathologists should know.

PubMed

Hughes, Stephanie

2014-01-01

The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with communication disorders. Strategies and suggestions to help SLPs more effectively prevent and manage bullying of students with communication disorders are discussed. A review of the scholarly literature in education, psychology, child and adolescent development, and speech-language pathology was conducted. Recommendations for how SLPs can prevent and intervene in bullying incidences were extrapolated from the reviewed literature. Students with communication disorders are at particularly high risk for being bullied by peers. Some students with communication disorders are "provocative victims" in that they demonstrate impairments in social skills that draw the attention of bullies. Both provocative victims and typical students may react aggressively when bullied and bully others in retaliation. SLPs can and should help to create an inclusive environment for all students while addressing bullying of students with communication disorders via therapeutic activities.
Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

PubMed

Powell, Sarah R; Fuchs, Lynn S

2010-05-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.
National Directory of NASA Space Grant Contacts

NASA Technical Reports Server (NTRS)

2002-01-01

Congress enacted the National Space Grant College and Fellowship Program (also known as Space Grant). NASA's Space Grant Program funds education, research, and public service programs in all 50 States, the District of Columbia, and the Commonwealth of Puerto Rico through 52 university-based Space Grant consortia. These consortia form a network of colleges and universities, industry partners, State and local Government agencies, other Federal agencies, museum and science centers, and nonprofit organizations, all with interests in aerospace education, research, and training. Space Grant programs emphasize the diversity of human resources, the participation of students in research, and the communication of the benefits of science and technology to the general public. Each year approximately one-third of the NASA Space Grant funds support scholarships and fellowships for United States students at the undergraduate and graduate levels. Typically, at least 20 percent of these awards go to students from underrepresented groups, and at least 40 percent go to women. Most Space Grant student awards include a mentored research experience with university faculty or NASA scientists or engineers. Space Grant consortia also fund curriculum enhancement and faculty development programs. Consortia members administer precollege and public service education programs in their States. The 52 consortia typically leverage NASA funds with matching contributions from State, local, and other university sources, which more than double the NASA funding. For more information, consult the Space Grant Web site at http://education.nasa.gov/spacegrant/
Guiding Design of University STEM Courses Based on Gifted Status and Strategies for Success

NASA Astrophysics Data System (ADS)

Hawthorne Allen, A. M.

2016-12-01

Starting from general population statistics and the self-selection of STEM majors by students, it can be concluded that science classes have a population of students trending towards the gifted, regardless of academic institution and admissions selectivity. On average, upper level and graduate STEM courses have an increasingly larger fraction of gifted students. I propose that the average level of giftedness of the students within a course serves as an overriding characteristic that is more significant than other demographic variables. Using this model when designing a STEM course can lead to more successful learning outcomes. In 1991, the Columbus Group defined giftedness as "asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness than are qualitatively different from the norm." These gifted characteristics are fundamentally innate lifelong traits that persist beyond K-12 designations and into our college classrooms. As this broader understanding of giftedness has emerged, myths and stereotypes in prior literature have also become clearer. Understanding and naming these myths can better impact our teaching effectiveness. While the diversity of gifted populations makes generalization difficult, gifted individuals can be described as having the following: asynchronous development, increased perceptivity, high sensitivity, perfectionism, and intensity. Several levels of giftedness have been identified on the basis of IQ scores or innate characteristics from birth. In addition, students who are twice-exceptional are yet another subpopulation present in our classes. If the average gifted level of STEM majors is higher than the norm population for a typical level of education, then understanding the characteristics of the subpopulations and the impact on classroom dynamics is essential. This directly impacts our STEM teaching pedagogy and style if productive learning outcomes are to be attained. For example, modern STEM teaching utilizes pedagogical interventions that typically involve active learning. The success of such interventions will interact with the gifted profile of students in a given class. In this presentation, I describe strategies, frameworks, and concrete examples that work for such students.
A Review of Research into Stakeholder Perspectives on Inclusion of Students with Autism in Mainstream Schools

ERIC Educational Resources Information Center

Roberts, Jacqueline; Simpson, Kate

2016-01-01

Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the…
Light-based science and technologies and human civilization: an optical course for general education

NASA Astrophysics Data System (ADS)

Li, Xiaotong; Wang, Kaiwei; Yang, Qing; Si, Ke

2017-08-01

Starting from 2015, a general education course named "Light-based science and technologies and human civilization" has been offered in Zhejiang University. We try to give a humanism view angle to observe optics and optical engineering, and combine them with the relationship of human and the nature, the development of human society and human health. In this course we introduce different historical periods of light-based science and technologies, the great optical researchers, the typical research methods, advantages, academic discussions and the relationship with human civilization. The relevant cross-fields of learning and Nobel Prize winners are also included. This course provides the students with the typical examples about how academic revolution influences the world development, and also with humanism sight which exceeds the range of science and technologies themselves.
Teach up for Excellence

ERIC Educational Resources Information Center

Tomlinson, Carol Ann; Javius, Edwin Lou

2012-01-01

Sorting students into different tracks within a school correlates strongly with student race and economic status and predicts and contributes to student outcomes. Students in higher-level classes typically experience better teachers, curriculum, and achievement levels than peers in lower-level classes. Creating classrooms that support equity of…
Building a Community of Scholars: One University's Comparison of "Typical" vs. Open Ended Ethics Case Studies in First-Year Engineering

ERIC Educational Resources Information Center

Reid, Kenneth J.

2012-01-01

Ethics is among the professional skills embedded in the first year engineering curriculum in many institutions. The general format of the study of ethics is similar to many other institutions: student teams review case studies and develop written and oral presentations on the ethical issues encountered. This report investigates whether the use of…
Teaching Writing to Middle School Students in Portugal and in Brazil: An Exploratory Study

ERIC Educational Resources Information Center

Veiga Simão, Ana Margarida; Malpique, Anabela Abreu; Frison, Lourdes Maria Bragagnolo; Marques, André

2016-01-01

Learning how to write is a challenging process, typically developed in schools. Teachers' practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on…
The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction

ERIC Educational Resources Information Center

Luke, Nicole; Greer, R. Douglas; Singer-Dudek, Jessica; Keohane, Dolleen-Day

2011-01-01

In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant learning disabilities to test for acquisition of…
Using a Science/Technology/Society Approach to Prepare Reform-Oriented Science Teachers: The Case of a Secondary Science Methods Course

ERIC Educational Resources Information Center

Dass, Pradeep M.

2005-01-01

Reformed preparation of science teachers is indeed vital for the vision of science teaching reform to be accomplished. Typically, a critical component of a preservice science teacher preparation program is the science teaching methods course. The usual intent of this course is to help preservice science students develop an understanding of various…
Language Disorders from a Developmental Perspective: Essays in Honor of Robin S. Chapman. New Directions in Communication Disorders Research

ERIC Educational Resources Information Center

Paul, Rhea, Ed.

2006-01-01

The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track…
An Analysis of Leadership Teams' Perceptions of Positive Behavior Support and the Outcomes of Typically Developing and At-Risk Students in Their Schools

ERIC Educational Resources Information Center

Cheney, Douglas; Blum, Craig; Walker, Bridget

2004-01-01

Positive behavioral supports (PBS) have been receiving increased visibility and use in schools nationally. In the state of Washington, schoolwide and individualized positive behavioral supports were recommended as a model for schools by the state agencies of education and human service in 1999. Since then, four demonstration schools have been…
Low-Skilled Adult Readers Look Like Typically Developing Child Readers: A Comparison of Reading Skills and Eye Movement Behavior

ERIC Educational Resources Information Center

Barnes, Adrienne E.; Kim, Young-Suk

2016-01-01

Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of 25 low-skilled adult readers and 25 first grade students matched on word reading skill. t tests…
Strategy Choice in Solving Arithmetic Word Problems: Are There Differences between Students with Learning Disabilities, G-V Poor Performance, and Typical Achievement Students?

ERIC Educational Resources Information Center

Gonzalez, Juan E. Jimenez; Espinel, Ana Isabel Garcia

2002-01-01

A study was designed to test whether there are differences between Spanish children (ages 7-9) with arithmetic learning disabilities (n=60), garden-variety (G-V) poor performance (n=44), and typical children (n=44) in strategy choice when solving arithmetic word problems. No significant differences were found between children with dyscalculia and…
'Compulsory creativity': rationales, recipes, and results in the placement of mandatory creative endeavour in a medical undergraduate curriculum.

PubMed

Thompson, Trevor; Lamont-Robinson, Catherine; Younie, Louise

2010-11-26

Since 2004, medical students at the University of Bristol have been required as part of their core curriculum to submit creative works for assessment. This requirement, which we term, ironically, compulsory creativity, may be unique within medical education where arts-based modules are typically elective. Such courses often harness the insights of established artists and writers in the illumination of medical themes. Less commonly students are called upon to link their own creative work with clinical and other life experience. Occasions for students to develop such an interpretative voice are generally sparse but the benefits can be argued theoretically and practically. In this paper we explore the rationale for the inclusion of such opportunities, the ways in which we have woven creativity into the curriculum and the sorts of artistic outputs we have witnessed. Contextualised links to a wide range of original student works from the www.outofourheads.net website are provided, as is a range of student reflection on the creative process ranging from the bemused to the ecstatic. The paper provides a model and a guide for educationalists interested in developing artistic creativity within the medical curriculum.
‘Compulsory creativity’: rationales, recipes, and results in the placement of mandatory creative endeavour in a medical undergraduate curriculum

PubMed Central

Thompson, Trevor; Lamont-Robinson, Catherine; Younie, Louise

2010-01-01

Since 2004, medical students at the University of Bristol have been required as part of their core curriculum to submit creative works for assessment. This requirement, which we term, ironically, compulsory creativity, may be unique within medical education where arts-based modules are typically elective. Such courses often harness the insights of established artists and writers in the illumination of medical themes. Less commonly students are called upon to link their own creative work with clinical and other life experience. Occasions for students to develop such an interpretative voice are generally sparse but the benefits can be argued theoretically and practically. In this paper we explore the rationale for the inclusion of such opportunities, the ways in which we have woven creativity into the curriculum and the sorts of artistic outputs we have witnessed. Contextualised links to a wide range of original student works from the www.outofourheads.net website are provided, as is a range of student reflection on the creative process ranging from the bemused to the ecstatic. The paper provides a model and a guide for educationalists interested in developing artistic creativity within the medical curriculum. PMID:21321668
How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

PubMed

Hoskinson, A-M; Caballero, M D; Knight, J K

2013-06-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

International student Arctic Field School on Permafrost and urban areas study

NASA Astrophysics Data System (ADS)

Suter, L.; Tolmanov, V. A.; Grebenets, V. I.; Streletskiy, D. A.; Shiklomanov, N. I.

2017-12-01

Arctic regions are experiencing drastic climatic and environmental changes. These changes are exacerbated in the Russian Arctic, where active resource development resulted in further land cover transformations, especially near large settlements. There is a growing need in multidisciplinary studies of climate and human- induced changes in the Arctic cities. In order to fill this gap, International Arctic Field Course on Permafrostand Northern Studies was organized in July 2017 to the Russian Arctic. The course was organized under the umbrella of the Arctic PIRE project in cooperation between the George Washington University, Moscow State University, and the Russian Center for Arctic Development. The course attracted twenty undergraduate and graduate students from Russia, USA, and EU countries and involved instructors specializing in Arctic system science, geocryology, permafrost engineering, and urban sustainability. The field course was focused on studying typical natural Arctic landscapes of tundra and forest tundra; transformations of natural landscapes in urban and industrial areas around Vorkuta and Salekhard; construction and planning on permafrost and field methods and techniques, including permafrost and soil temperature monitoring, active layer thickness (ALT) measurements, studying of cryogenic processes, stratigraphic and soil investigations, vegetation and microclimate studies. The students were also engaged in a discussion of climatic change and historical development of urban areas on permafrost,and were exposed to examples of both active and passive construction principles while conducting a field survey of permafrost related building deformations. During the course, students collected more than 800 ALT and soil temperature measurements in typical landscapes around Vorkuta and Salekhard to determine effects of soil and vegetation factors on ground thermal regime; surveyed several hundreds of buildings to determine locations with most deformation related to permafrost degradation. The course represents an ongoing success in international multidisciplinary research through education resulting in building capacity of new generation of scholars with specialization on the Arctic regions.
Measuring University Students' Perceived Self-Efficacy in Science Communication in Middle and High Schools

ERIC Educational Resources Information Center

Chi, Shaohui; Liu, Xiufeng; Gardella, Joseph A.

2016-01-01

Service learning typically involves university students in teaching and learning activities for middle and high school students, however, measurement of university students' self-efficacy in science communication is still lacking. In this study, an instrument to measure university students' perceived self-efficacy in communicating science to…
Long Term Effects of First Grade Multi-Tier Intervention

PubMed Central

Otaiba, Stephanie Al; Kim, Young-Suk; Wanzek, Jeanne; Petscher, Yaacov; Wagner, Richard K.

2014-01-01

The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed. PMID:25346781
The Talent Search Model: Past, Present, and Future

ERIC Educational Resources Information Center

Swiatek, Mary Ann

2007-01-01

Typical standardized achievement tests cannot provide accurate information about gifted students' abilities because they are not challenging enough for such students. Talent searches solve this problem through above-level testing--using tests designed for older students to raise the ceiling for younger, gifted students. Currently, talent search…
Mirrors & Windows into Student Noticing

ERIC Educational Resources Information Center

Dominguez, Higinio

2016-01-01

In many classrooms, students solve problems posed by others--teachers, textbooks, and test materials. These problems typically describe a contrived situation followed by a question about an unknown that students are expected to resolve. Unsurprisingly, many students avoid reading these problems for meaning and instead engage in a suspension of…
To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.

PubMed

Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica S; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K

2014-10-01

This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models - Typical RTI and Dynamic RTI - and included 34 first-grade classrooms ( n = 522 students) across 10 socio-economically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, and passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis using multi-level modeling indicated an overall effect favoring the Dynamic RTI condition ( d = .36); growth curve analyses demonstrated that students in Dynamic RTI showed an immediate score advantage, and effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the Dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performance than students in the Typical condition. Implications for RTI implementation practice and for future research are discussed.
Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines.

PubMed

Trottier, Nadine; Kamp, Lorraine; Mirenda, Pat

2011-03-01

Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.
Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences

PubMed Central

Wiley, Emily A.; Stover, Nicholas A.

2014-01-01

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have extended the typical model of inquiry-based labs to include a means for targeted dissemination of student-generated discoveries. This initiative required: 1) creating a set of research-based lab activities with the potential to yield results that a particular scientific community would find useful and 2) developing a means for immediate sharing of student-generated results. Working toward these goals, we designed guides for course-based research aimed to fulfill the need for functional annotation of the Tetrahymena thermophila genome, and developed an interactive Web database that links directly to the official Tetrahymena Genome Database for immediate, targeted dissemination of student discoveries. This combination of research via the course modules and the opportunity for students to immediately “publish” their novel results on a Web database actively used by outside scientists culminated in a motivational tool that enhanced students’ efforts to engage the scientific process and pursue additional research opportunities beyond the course. PMID:24591511
An integrated biochemistry and genetics outreach program designed for elementary school students.

PubMed

Ross, Eric D; Lee, Sarah K; Radebaugh, Catherine A; Stargell, Laurie A

2012-02-01

Exposure to genetic and biochemical experiments typically occurs late in one's academic career. By the time students have the opportunity to select specialized courses in these areas, many have already developed negative attitudes toward the sciences. Given little or no direct experience with the fields of genetics and biochemistry, it is likely that many young people rule these out as potential areas of study or career path. To address this problem, we developed a 7-week (~1 hr/week) hands-on course to introduce fifth grade students to basic concepts in genetics and biochemistry. These young students performed a series of investigations (ranging from examining phenotypic variation, in vitro enzymatic assays, and yeast genetic experiments) to explore scientific reasoning through direct experimentation. Despite the challenging material, the vast majority of students successfully completed each experiment, and most students reported that the experience increased their interest in science. Additionally, the experiments within the 7-week program are easily performed by instructors with basic skills in biological sciences. As such, this program can be implemented by others motivated to achieve a broader impact by increasing the accessibility of their university and communicating to a young audience a positive impression of the sciences and the potential for science as a career.
The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior

PubMed Central

Reinke, Wendy M.; Lewis-Palmer, Teri; Merrell, Kenneth

2008-01-01

School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change. PMID:19122805
Leisure-Time Physical Activity: Experiences of College Students With Disabilities.

PubMed

Devine, Mary Ann

2016-04-01

College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was "unnecessary" or "heroic," which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA.
Using the Theme of Mass Extinctions to Teach Science to Non-Science Major College and University Students

NASA Astrophysics Data System (ADS)

Boness, D. A.

2013-12-01

The general public is heavily exposed to "news" and commentary---and arts and entertainment---that either inadvertently misrepresents science or even acts to undermine it. Climate change denial and evolution denial is well funded and pervasive. Even university-educated people get little exposure to the aims, methods, debates, and results of scientific inquiry because unless they earn degrees in science they typically only take one or two introductory science courses at the university level. This presentation reports the development of a new, non-science major Seattle University course on mass extinctions throughout earth history. Seattle University is an urban, Jesuit Catholic university. The topic of mass extinctions was chosen for several reasons: (1) To expose the students to a part of current science that has rich historical roots yet by necessity uses methods and reasoning from geology, geophysics, oceanography, physics, chemistry, biology, and astronomy. This multidisciplinary course provides some coverage of sciences that the student would not typically ever see beyond secondary school. (2) To enable the students to learn enough to follow some of the recent and current debates within science (e.g., mass extinctions by asteroid impact versus massive volcanism, ocean anoxia, and ocean acidification), with the students reading some of the actual literature, such as articles in Science, Nature, or Nature Geoscience. (3) To emphasize the importance of "deep time" as evolutionary biological processes interact with massive environmental change over time scales from hundreds of millions of years down to the seconds and hours of an asteroid or comet strike. (4) To show the effects of climate change in the past, present, and future, due to both natural and anthropogenic causes. (5) To help the student critically evaluate the extent to which their future involves a human-caused mass extinction.
Tracking Subtle Stereotypes of Children with Trisomy 21: From Facial-Feature-Based to Implicit Stereotyping

PubMed Central

Enea-Drapeau, Claire; Carlier, Michèle; Huguet, Pascal

2012-01-01

Background Stigmatization is one of the greatest obstacles to the successful integration of people with Trisomy 21 (T21 or Down syndrome), the most frequent genetic disorder associated with intellectual disability. Research on attitudes and stereotypes toward these people still focuses on explicit measures subjected to social-desirability biases, and neglects how variability in facial stigmata influences attitudes and stereotyping. Methodology/Principal Findings The participants were 165 adults including 55 young adult students, 55 non-student adults, and 55 professional caregivers working with intellectually disabled persons. They were faced with implicit association tests (IAT), a well-known technique whereby response latency is used to capture the relative strength with which some groups of people—here photographed faces of typically developing children and children with T21—are automatically (without conscious awareness) associated with positive versus negative attributes in memory. Each participant also rated the same photographed faces (consciously accessible evaluations). We provide the first evidence that the positive bias typically found in explicit judgments of children with T21 is smaller for those whose facial features are highly characteristic of this disorder, compared to their counterparts with less distinctive features and to typically developing children. We also show that this bias can coexist with negative evaluations at the implicit level (with large effect sizes), even among professional caregivers. Conclusion These findings support recent models of feature-based stereotyping, and more importantly show how crucial it is to go beyond explicit evaluations to estimate the true extent of stigmatization of intellectually disabled people. PMID:22496796
Cyberbullying experience and gender differences among adolescents in different educational settings.

PubMed

Heiman, Tali; Olenik-Shemesh, Dorit

2015-01-01

Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and the relationships among being cyberbullied, their responses, and their coping strategies. The sample consisted of 149 students with learning disabilities (LD) attending general education classes, 116 students with comorbid LD attending special education classes, and 242 typically achieving students. All the students, studying in middle and high schools, completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerged in the amount of surfing hours and students' expertise in the use of the Internet, students attending special education classes are more likely to be cybervictims and cyberperpetrators; girls are more likely to be cybervictims, whereas boys are more likely to be cyberperpetrators. These results contribute to our understanding of students' involvement in cyberbullying and can serve as a basis for developing preventive programs as well as intervention programs for students and for educational school teams. © Hammill Institute on Disabilities 2013.
Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities

ERIC Educational Resources Information Center

Lewis, Katherine E.

2016-01-01

Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…
Supporting Educational Success for Aboriginal Students: Identifying Key Influences

ERIC Educational Resources Information Center

Whitley, Jessica

2014-01-01

The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to…
Anatomy for Biomedical Engineers

ERIC Educational Resources Information Center

Carmichael, Stephen W.; Robb, Richard A.

2008-01-01

There is a perceived need for anatomy instruction for graduate students enrolled in a biomedical engineering program. This appeared especially important for students interested in and using medical images. These students typically did not have a strong background in biology. The authors arranged for students to dissect regions of the body that…
College-Student Personal-Growth and Attributions of Cause

ERIC Educational Resources Information Center

Anderson, W. P., Jr.; Lopez-Baez, Sandra I.

2012-01-01

Little is known about levels of personal growth attributed by students to typical college life experiences. This paper documents two studies of student self-reported and posttraumatic growth and compares growth levels across populations. Both studies measure student attributions of cause to academic and non-academic experiences, respectively. It…
A Coursework Support System for Offering Challenges and Assistance by Analyzing Students' Web Portfolios

ERIC Educational Resources Information Center

Li, Liang-Yi; Chen, Gwo-Dong

2009-01-01

Students can practice skills and acquire knowledge by doing coursework. However, in conventional coursework activities, each student is assigned the same exercises, without considering learners' diversity. Moreover, students typically have difficulty in receiving assistance for completing their exercises after class. Therefore, some students…
Strategies to Improve Learning of All Students in a Class

ERIC Educational Resources Information Center

Suraishkumar, G. K.

2018-01-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

Clinical and Practicum Education in the Professions: The Student Voice

ERIC Educational Resources Information Center

Ralph, Edwin; Wimmer, Randy; Walker, Keith

2008-01-01

Undergraduate students in professional education programs typically rate their clinical or practicum experiences as the most important component of their entire pre-service preparation. This essay addresses the value of students' views regarding the effectiveness of practicum programs. We summarize the views of 546 post-practicum students from…
The Success of Nontraditional College Students in an IT World

ERIC Educational Resources Information Center

Henson, Amy R.

2014-01-01

The purpose of this research was to determine the extent that computer-related factors affect the success of nontraditional college students. Since nontraditional students typically have fewer skills than traditionally-aged students, they may be less efficacious regarding their ability to use technology. Unfortunately, such reduced confidence may…
Student Success Factors in Graduate Psychology Professional Programs

ERIC Educational Resources Information Center

Newhouse, Noelle K.; Cerniak, Jessica

2016-01-01

Research examining factors contributing to online students' success typically focuses on a single point in time or completion of a single course, as well as individual difference variables, such as learning style or motivation, that may predispose a student to succeed. However, research concerning longer term online student outcomes, such as…
Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…
Capstone Business Course Assessment: Exploring Student Readiness Perspectives

ERIC Educational Resources Information Center

Payne, Stephen L.; Flynn, Jan; Whitfield, J. Michael

2008-01-01

In addition to assessment of student-learning outcomes in capstone business courses, an assessment concern is student readiness for these typical capstone experiences. A review of both (a) the literature on learning retention or application and student dispositions for undertaking significant learning challenges and (b) the authors' preliminary…
Can a clinical placement influence stigma? An analysis of measures of social distance.

PubMed

Moxham, Lorna; Taylor, Ellie; Patterson, Christopher; Perlman, Dana; Brighton, Renee; Sumskis, Susan; Keough, Emily; Heffernan, Tim

2016-09-01

The way people who experience mental illness are perceived by health care professionals, which often includes stigmatising attitudes, can have a significant impact on treatment outcomes and on their quality of life. To determine whether stigma towards people with mental illness varied for undergraduate nursing students who attended a non-traditional clinical placement called Recovery Camp compared to students who attended a 'typical' mental health clinical placement. Quasi-experimental. Seventy-nine third-year nursing students were surveyed; n=40 attended Recovery Camp (intervention), n=39 (comparison group) attended a 'typical' mental health clinical placement. All students completed the Social Distance Scale (SDS) pre- and post-placement and at three-month follow-up. Data analysis consisted of a one-way repeated measures analysis of variance (ANOVA) exploring parameter estimates between group scores across three time points. Two secondary repeated measures ANOVAs were performed to demonstrate the differences in SDS scores for each group across time. Pairwise comparisons demonstrated the differences between time intervals. A statistically significant difference in ratings of stigma between the intervention group and the comparison group existed. Parameter estimates revealed that stigma ratings for the intervention group were significantly reduced post-placement and remained consistently low at three-month follow-up. There was no significant difference in ratings of stigma for the comparison group over time. Students who attended Recovery Camp reported significant decreases in stigma towards people with a mental illness over time, compared to the typical placement group. Findings suggest that a therapeutic recreation based clinical placement was more successful in reducing stigma regarding mental illness in undergraduate nursing students compared to those who attended typical mental health clinical placements. Copyright © 2016 Elsevier Ltd. All rights reserved.
Perceptions of Student Affairs and Services Practitioners in Ontario's Post-Secondary Institutions: An Examination of Colleges and Universities

ERIC Educational Resources Information Center

Seifert, Tricia A.; Burrow, Jeff

2013-01-01

Student affairs and services divisions and the partnerships and collaborations in which they engage with faculty, students, and the community form the structural centre of institutions' approaches to student support. Although past research has identified areas typically associated with the student affairs and services portfolio and factors that…
Predicting Learning-Related Emotions from Students' Textual Classroom Feedback via Twitter

ERIC Educational Resources Information Center

Altrabsheh, Nabeela; Cocea, Mihaela; Fallahkhair, Sanaz

2015-01-01

Teachers/lecturers typically adapt their teaching to respond to students' emotions, e.g. provide more examples when they think the students are confused. While getting a feel of the students' emotions is easier in small settings, it is much more difficult in larger groups. In these larger settings textual feedback from students could provide…
From the Classroom to the Coffee Shop: Graduate Students and Professors Effectively Navigate Interpersonal Boundaries

ERIC Educational Resources Information Center

Schwartz, Harriet L.

2011-01-01

Determining and maintaining interpersonal boundaries with students is an ever-present yet rarely-discussed element of teaching graduate students. Where to meet students for advising appointments, how much to self-disclose in the classroom, and whether to collaborate with students on community projects--these are typical of the challenges that…
Students, Parents, and Teachers Say, "Take This Test and Shove It!"

ERIC Educational Resources Information Center

Spritzler, John

2000-01-01

Public school students, parents, and teachers are protesting "high stakes" standardized tests that bar many deserving students from promotion or graduation. A typical high stakes test is a state-mandated 10th-grade test that students must pass to graduate high school. They are called high stakes because a student's entire high school career rides…
When Do Students' Attitudes Change? Investigating Student Attitudes at Midterm

ERIC Educational Resources Information Center

Kerby, April T.; Wroughton, Jacqueline R.

2017-01-01

Statistics educators have been investigating how students' attitudes change in the introductory statistics course for many years. Typically, an overall decrease in mean attitudes over the course has been noted. However, when and how do students' attitudes change during the term? Do they steadily decrease or is there a point when students'…
Developing a discrete event simulation model for university student shuttle buses

NASA Astrophysics Data System (ADS)

Zulkepli, Jafri; Khalid, Ruzelan; Nawawi, Mohd Kamal Mohd; Hamid, Muhammad Hafizan

2017-11-01

Providing shuttle buses for university students to attend their classes is crucial, especially when their number is large and the distances between their classes and residential halls are far. These factors, in addition to the non-optimal current bus services, typically require the students to wait longer which eventually opens a space for them to complain. To considerably reduce the waiting time, providing the optimal number of buses to transport them from location to location and the effective route schedules to fulfil the students' demand at relevant time ranges are thus important. The optimal bus number and schedules are to be determined and tested using a flexible decision platform. This paper thus models the current services of student shuttle buses in a university using a Discrete Event Simulation approach. The model can flexibly simulate whatever changes configured to the current system and report its effects to the performance measures. How the model was conceptualized and formulated for future system configurations are the main interest of this paper.
Phonological awareness: one key to the reading proficiency of deaf children.

PubMed

Nielsen, Diane Corcoran; Luetke-Stahlman, Barbara

2002-07-01

A case is made for the importance of children's development of phonological awareness--whether they are hearing or deaf--if they are to reach their potential as readers. Relevant terms are defined (i.e., phonological awareness, phonological processes, and phonics) to assist the reader with the research review, which covers (a) the typical stages in the acquisition of phonological awareness and (b) phonological awareness and deafness. Suggestions for phonological awareness assessment are offered, along with the recommendation that the use of recently developed formal and informal measures of phonological awareness might facilitate the setting of goals and objectives when deaf educators or speech-language pathologists are evaluating the skills of deaf students and planning instruction for these students. Such tools yield information about skills that have been shown to correlate with literacy attainment and that are not commonly addressed by deaf educators or speech-language pathologists serving deaf students. Finally, research concerning the facilitation of phonological awareness and its application is explained.
The Astronomy Workshop Extragalactic: Web Tools for Use by Students

NASA Astrophysics Data System (ADS)

Hayes-Gehrke, Melissa N.; Bolatto, A. D.

2014-01-01

The Astronomy Workshop Extragalactic (http://carma.astro.umd.edu/AWE) is a collection of interactive web tools that were developed for use in undergraduate and high school classes and by the general public. The focus of the tools is on concepts encountered in extragalactic astronomy, which are typically quite difficult for students to understand. Current tools explore Olbers' Paradox; the appearance of galaxies in different wavelengths of light; the Doppler Effect; cosmological redshift; gravitational lensing; Hubble's Law; cosmological parameters; and measuring masses of black holes by observing stellar orbits. The tools have been developed by undergraduate students under our supervision and we are planning to continue to add more tools. This project was inspired by the Astronomy Workshop (http://janus.astro.umd.edu) by Doug Hamilton which has web tools exploring more general astronomical concepts. We would like to thank the NSF for support through the CAREER grant NSF-AST0955836, and the Research Corporation for Science Advancement for a Cottrell Scholar award.
Video Analysis of a Plucked String: An Example of Problem-based Learning

NASA Astrophysics Data System (ADS)

Wentworth, Christopher D.; Buse, Eric

2009-11-01

Problem-based learning is a teaching methodology that grounds learning within the context of solving a real problem. Typically the problem initiates learning of concepts rather than simply being an application of the concept, and students take the lead in identifying what must be developed to solve the problem. Problem-based learning in upper-level physics courses can be challenging, because of the time and financial requirements necessary to generate real data. Here, we present a problem that motivates learning about partial differential equations and their solution in a mathematical methods for physics course. Students study a plucked elastic cord using high speed digital video. After creating video clips of the cord motion under different tensions they are asked to create a mathematical model. Ultimately, students develop and solve a model that includes damping effects that are clearly visible in the videos. The digital video files used in this project are available on the web at http://physics.doane.edu .
Supporting students' knowledge integration with technology-enhanced inquiry curricula

NASA Astrophysics Data System (ADS)

Chiu, Jennifer Lopseen

Dynamic visualizations of scientific phenomena have the potential to transform how students learn and understand science. Dynamic visualizations enable interaction and experimentation with unobservable atomic-level phenomena. A series of studies clarify the conditions under which embedding dynamic visualizations in technology-enhanced inquiry instruction can help students develop robust and durable chemistry knowledge. Using the knowledge integration perspective, I designed Chemical Reactions, a technology-enhanced curriculum unit, with a partnership of teachers, educational researchers, and chemists. This unit guides students in an exploration of how energy and chemical reactions relate to climate change. It uses powerful dynamic visualizations to connect atomic level interactions to the accumulation of greenhouse gases. The series of studies were conducted in typical classrooms in eleven high schools across the country. This dissertation describes four studies that contribute to understanding of how visualizations can be used to transform chemistry learning. The efficacy study investigated the impact of the Chemical Reactions unit compared to traditional instruction using pre-, post- and delayed posttest assessments. The self-monitoring study used self-ratings in combination with embedded assessments to explore how explanation prompts help students learn from dynamic visualizations. The self-regulation study used log files of students' interactions with the learning environment to investigate how external feedback and explanation prompts influence students' exploration of dynamic visualizations. The explanation study compared specific and general explanation prompts to explore the processes by which explanations benefit learning with dynamic visualizations. These studies delineate the conditions under which dynamic visualizations embedded in inquiry instruction can enhance student outcomes. The studies reveal that visualizations can be deceptively clear, deterring learners from exploring details. Asking students to generate explanations helps them realize what they don't understand and can spur students to revisit visualizations to remedy gaps in their knowledge. The studies demonstrate that science instruction focused on complex topics can succeed by combining visualizations with generative activities to encourage knowledge integration. Students are more successful at monitoring their progress and remedying gaps in knowledge when required to distinguish among alternative explanations. The results inform the design of technology-enhanced science instruction for typical classrooms.
International mobility placements enable students and staff in Higher Education to enhance transversal and employability-related skills.

PubMed

Standley, Henrietta J

2015-10-01

Internationalization has commanded an ever-more prominent position in higher education over recent years, and is now firmly entrenched. While academia has long been outward looking-international research collaborations, conferences and student exchanges are well-established practices-it is relatively recently that internationalization has become a goal in its own right, rather than a consequence of normal academic activity. There are multiple interdependent drivers behind this: a focus on graduate employability and development of broad competencies and transferable skills in addition to subject-specific training, 'international awareness' being confirmed as a graduate attribute that is highly valued by employers, the availability of detailed information enabling prospective students to choose between Higher Education Institutions on the basis of their international opportunities and graduate employment rates, increasing competition between Institutions to attract the best students and to ascend national and international league tables, and (both driving and reflecting these trends) national policy frameworks. This minireview focuses on two aspects of internationalization of direct relevance to microbiology students and academic staff in a typical Higher Education Institution: student research placements overseas, and the impact of international mobility on teaching practice and the student experience. Practical strategies for developing intercultural awareness and enhancing employability are highlighted. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Reflections as near-peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial-and-error.

PubMed

Anstey, Lauren M; Michels, Alison; Szymus, Julianna; Law, Wyanne; Edwin Ho, Man-Hymn; Qu, Fei; Yeung, Ralph T T; Chow, Natalie

2014-01-01

Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near-peer facilitators for an inquiry-based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near-peer facilitators in the acquisition of facilitation skills before entering into a process of trial-and-error within the classroom. © 2013 American Association of Anatomists.
Testing The Scale-up Approach To Introductory Astronomy

NASA Astrophysics Data System (ADS)

Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

2008-09-01

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.
Re-Engaging 'Youth at Risk' of Disengaging from Schooling through Rugby League Club Partnership: Unpacking the Pedagogic Practices of the Titans Learning Centre

ERIC Educational Resources Information Center

Whatman, Susan L.; Main, Katherine

2018-01-01

The youth learning re-engagement program known as the Titans Learning Centre (or TLC) is an approved alternative schooling program, developed in partnership with state education and a local National Rugby League (NRL) club, the 'Titans'. Students typically in Grade Three or Four complete a 10 week program, interacting with professional A grade NRL…

Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates

NASA Astrophysics Data System (ADS)

Cianfrani, C. M.

2009-12-01

Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates Christina M. Cianfrani Assistant Professor, School of Natural Science, Hampshire College, 893 West Avenue, Amherst, MA 01002 Sustainable water resources and low impact development principles are taught to first-year undergraduate students using an applied design project sited on campus. All students at Hampshire College are required to take at least one natural science course during their first year as part of their liberal arts education. This requirement is often met with resistance from non-science students. However, ‘sustainability’ has shown to be a popular topic on campus and ‘Sustainable Water Resources’ typically attracts ~25 students (a large class size for Hampshire College). Five second- or third-year students are accepted in the class as advanced students and serve as project leaders. The first-year students often enter the class with only basic high school science background. The class begins with an introduction to global water resources issues to provide a broad perspective. The students then analyze water budgets, both on a watershed basis and a personal daily-use basis. The students form groups of 4 to complete their semester project. Lectures on low impact design principles are combined with group work sessions for the second half of the semester. Students tour the physical site located across the street from campus and begin their project with a site analysis including soils, landcover and topography. They then develop a building plan and identify preventative and mitigative measures for dealing with stormwater. Each group completes TR-55 stormwater calculations for their design (pre- and post-development) to show the state regulations for quantity will be met with their design. Finally, they present their projects to the class and prepare a formal written report. The students have produced a wide variety of creative, mostly practical designs. Student feedback about the course has included high praise for the applied nature of the project as well as the use of advanced students to lead the groups and help provide guidance throughout the project. Example of low impact development using clustered housing, rain gardens (small dots), green roofs (circles on house sites), vegetated swales along roadways, infiltration area, and a reforested buffer (along right edge).
Development and Preliminary Testing of the Food Choice Priorities Survey (FCPS): Assessing the Importance of Multiple Factors on College Students' Food Choices.

PubMed

Vilaro, Melissa J; Zhou, Wenjun; Colby, Sarah E; Byrd-Bredbenner, Carol; Riggsbee, Kristin; Olfert, Melissa D; Barnett, Tracey E; Mathews, Anne E

2017-12-01

Understanding factors that influence food choice may help improve diet quality. Factors that commonly affect adults' food choices have been described, but measures that identify and assess food choice factors specific to college students are lacking. This study developed and tested the Food Choice Priorities Survey (FCPS) among college students. Thirty-seven undergraduates participated in two focus groups ( n = 19; 11 in the male-only group, 8 in the female-only group) and interviews ( n = 18) regarding typical influences on food choice. Qualitative data informed the development of survey items with a 5-point Likert-type scale (1 = not important, 5 = extremely important). An expert panel rated FCPS items for clarity, relevance, representativeness, and coverage using a content validity form. To establish test-retest reliability, 109 first-year college students completed the 14-item FCPS at two time points, 0-48 days apart ( M = 13.99, SD = 7.44). Using Cohen's weighted κ for responses within 20 days, 11 items demonstrated moderate agreement and 3 items had substantial agreement. Factor analysis revealed a three-factor structure (9 items). The FCPS is designed for college students and provides a way to determine the factors of greatest importance regarding food choices among this population. From a public health perspective, practical applications include using the FCPS to tailor health communications and behavior change interventions to factors most salient for food choices of college students.
Intelligent Tutor

NASA Technical Reports Server (NTRS)

1990-01-01

NASA also seeks to advance American education by employing the technology utilization process to develop a computerized, artificial intelligence-based Intelligent Tutoring System (ITS) to help high school and college physics students. The tutoring system is designed for use with the lecture and laboratory portions of a typical physics instructional program. Its importance lies in its ability to observe continually as a student develops problem solutions and to intervene when appropriate with assistance specifically directed at the student's difficulty and tailored to his skill level and learning style. ITS originated as a project of the Johnson Space Center (JSC). It is being developed by JSC's Software Technology Branch in cooperation with Dr. R. Bowen Loftin at the University of Houston-Downtown. Program is jointly sponsored by NASA and ACOT (Apple Classrooms of Tomorrow). Other organizations providing support include Texas Higher Education Coordinating Board, the National Research Council, Pennzoil Products Company and the George R. Brown Foundation. The Physics I class of Clear Creek High School, League City, Texas are providing the classroom environment for test and evaluation of the system. The ITS is a spinoff product developed earlier to integrate artificial intelligence into training/tutoring systems for NASA astronauts flight controllers and engineers.
Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology

NASA Astrophysics Data System (ADS)

Maskiewicz, April Lee

Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners that create cognitive disequilibrium-equilibrium phases and thus lead to modification or refinement of existing schemes. Elements that contributed to creating intellectual need include (a) problem tasks that built on students' existing knowledge; (b) problem tasks that challenged students; (c) a routine in which students presented their group's solution to the class; and (d) the didactical contract (Brousseau, 1997) established in the classroom.
Effect of pencil grasp on the speed and legibility of handwriting in children.

PubMed

Schwellnus, Heidi; Carnahan, Heather; Kushki, Azadeh; Polatajko, Helene; Missiuna, Cheryl; Chau, Tom

2012-01-01

Pencil grasps other than the dynamic tripod may be functional for handwriting. This study examined the impact of grasp on handwriting speed and legibility. We videotaped 120 typically developing fourth-grade students while they performed a writing task. We categorized the grasps they used and evaluated their writing for speed and legibility using a handwriting assessment. Using linear regression analysis, we examined the relationship between grasp and handwriting. We documented six categories of pencil grasp: four mature grasp patterns, one immature grasp pattern, and one alternating grasp pattern. Multiple linear regression results revealed no significant effect for mature grasp on either legibility or speed. Pencil grasp patterns did not influence handwriting speed or legibility in this sample of typically developing children. This finding adds to the mounting body of evidence that alternative grasps may be acceptable for fast and legible handwriting. Copyright © 2012 by the American Occupational Therapy Association, Inc.
A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning

PubMed Central

Peck, Ronald F.; Colton, Shannon; Morris, Jennifer; Chaibub Neto, Elias; Kallio, Julie

2009-01-01

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lower-level thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models. PMID:19255134
Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.

2010-01-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3rd-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably. PMID:20640240
Comparison of reading-writing patterns and performance of students with and without reading difficulties.

PubMed

Fidalgo, Raquel; Torrance, Mark; Arias-Gundín, Olga; Martínez-Cocó, Begoña

2014-01-01

This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. 548 students typically developing and 54 students with learning difficulties for reading (grades 5 to 8, ages 11 to 14) read and summarized a text using the triple task technique and then they did a comprehension questionnaire. Attention was paid to the various activities undertaken during this task, their cognitive cost, and the organization of reading and writing activities throughout the exercise, together with performance through evaluation of the summary and the reading comprehension questionnaire. There were no significant differences in performance or strategies used for the task between students of primary and secondary education. A linear reading-writing process was mostly employed by both, with greater cost and time needed by primary students. Students with reading difficulties did not show any strategies compensating for the greater difficulty and cognitive cost that the task represents for them. The effective and strategic use of summarizing as a learning tool seems to demand a specific training for students with or without reading difficulties.
Promotional Product Marketing, College Students, and Social Identity

ERIC Educational Resources Information Center

Workman, Jane E.; Freeburg, Beth Winfrey

2008-01-01

This study describes the type and nature of promotional items distributed on university campuses to students; college students typically are in a stage of life characterized by identity exploration. Among 241 students, 90% received at least one promotional item (e.g.,T-shirts, pens/pencils, magnets, calendars, water bottles); 58% received at least…
The Synergy Program: Reframing Critical Reading and Writing for At-Risk Students

ERIC Educational Resources Information Center

Heaney, April

2006-01-01

In this description of a learning community for "at-risk" and basic writing students at the University of Wyoming, I outline the reasons our students resist academic writing prior to their entry into college--reasons largely unrelated to typical perceptions of at-risk students as "lazy" or intellectually less capable. For…
Proceed with Caution: Uncommon Wisdom about Academic and Student Affairs Partnerships

ERIC Educational Resources Information Center

Magolda, Peter M.

2005-01-01

Collaborations between student affairs professionals and faculty are typically viewed as essential to the creation of successful student learning environments. Yet, the author warns that collaborations are more complicated than they may first appear. As someone who has been a student affairs administrator and a faculty member, the author has had a…
Effects of Participation in Immigration Activism on Undocumented Students in Higher Education

ERIC Educational Resources Information Center

Spinney, Samantha A.

2015-01-01

For undocumented students to go to college, they need to be highly resourceful and exceptionally motivated--and that might not be enough. Society confers numerous barriers on undocumented students regarding higher education attainment. Most undocumented students, who typically come from families living in poverty, cannot afford the high cost of a…
Seeing Charters Differently: A New Approach to National Comparisons of Charter and Traditional Public Schools

ERIC Educational Resources Information Center

Malkus, Nat

2016-01-01

The national debate over charter schooling has become increasingly heated in 2016, driven by polarized narratives about the students charters typically serve. Opponents argue charters cream-skim more advantaged students, while proponents hold they primarily serve historically disadvantaged students. National evidence on charter student selectivity…
Student Application for Special Consideration for Examination Performance Following a Natural Disaster

ERIC Educational Resources Information Center

Collings, David; Garrill, Ashley; Johnston, Lucy

2018-01-01

Universities have a long-established tradition of granting students special consideration when circumstances beyond their control negatively affect performance in assessments. Typically, such situations affect only one student (e.g. medical emergencies) but we consider the impact of a natural disaster that led to all students being eligible for…
Understanding Students' Use of Sources in Research Writing through an Epistemological Lens

ERIC Educational Resources Information Center

Nicolas, Corinne E.

2012-01-01

Concerns about the poor quality of students' use of sources in undergraduate research writing have typically led to investigations either of students' information-seeking strategies or of their composing practices. I argue that an either/or approach provides an incomplete picture of students' research writing processes, and that an exploration of…
A Qualitative Investigation of the Motivation of College Students with Nonvisible Disabilities to Utilize Disability Services

ERIC Educational Resources Information Center

O'Shea, Amber; Meyer, Rachel H.

2016-01-01

Students with disabilities experience unique challenges in college. Whereas universities offer support services to students with disabilities, students typically must disclose their disability in order to utilize such services. One important distinction regarding the disclosure of disabilities concerns the visibility of the disability, as students…
Maltese Students' Perspectives about Their Experiences at School and Their Mental Health

ERIC Educational Resources Information Center

Askell-Williams, Helen; Cefai, Carmel; Fabri, Francis

2013-01-01

In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A…
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study

ERIC Educational Resources Information Center

Kelly, Sean; Zhang, Yuan

2016-01-01

Supportive teacher-student relationships are associated with increased levels of engagement and higher levels of achievement. Yet, studies also show that higher achieving students typically receive the most encouragement. Moreover, many studies of teacher-student relationships pertain to elementary and middle school students; by the time students…
Reading Comprehension of Immigrant Students in Germany: Research Evidence on Determinants and Target Points for Intervention

ERIC Educational Resources Information Center

Marx, Alexandra E.; Stanat, Petra

2012-01-01

International studies, such as the "Programme for International Student Assessment" (PISA), have shown that, in most participating countries, students who do not typically speak the test language at home reach lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, "2006").…
The Role of Interaction with Faculty in Retaining Nontraditional Community College Students

ERIC Educational Resources Information Center

Hood, Amanda Marie

2017-01-01

The purpose of this qualitative study was to examine the role of student-faculty interaction in retaining nontraditional community college students. There are a large and growing number of nontraditional students, especially at the community college level. Being labeled as nontraditional typically implies that there are multiple competitors for…

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