Assessing the integration of audience response system technology in teaching of anatomical sciences     

Cara J. Alexander  Weronika M. Crescini  Justin E. Juskewitch  Nirusha Lachman  Wojciech Pawlina 《Anatomical sciences education》2009,2(4):160-166

The goals of our study were to determine the predictive value and usability of an audience response system (ARS) as a knowledge assessment tool in an undergraduate medical curriculum. Over a three year period (2006–2008), data were collected from first year didactic blocks in Genetics/Histology and Anatomy/Radiology (n = 42–50 per class). During each block, students answered clinically oriented multiple choice questions using the ARS. Students' performances were recorded and cumulative ARS scores were compared with final examination performances. Correlation coefficients between these variables were calculated to assess the existence and direction of an association between ARS and final examination score. If associations existed, univariate models were then constructed using ARS as a predictor of final examination score. Student and faculty perception of ARS difficulty, usefulness, effect on performance, and preferred use were evaluated using a questionnaire. There was a statistically significant positive correlation between ARS and final examination scores in all didactic blocks and predictive univariate models were constructed for each relationship (all P < 0.0001). Students and faculty agreed that ARS was easy to use and a reliable tool for providing real‐time feedback that improved their performance and participation. In conclusion, we found ARS to be an effective assessment tool benefiting the faculty and the students in a curriculum focused on interaction and self‐directed learning. Anat Sci Educ 2:160–166. © 2009 American Association of Anatomists.  相似文献   

Identity and Culture: theorising emergent environmentalism     

Justin Dillon  Elin Kelsey  Ana Maria Duque‐Aristizabal 《Environmental Education Research》1999,5(4):395-405

This article critically examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research (EER), 4(4). We challenge both the ontological stance implicit in the research as well as its explicit epistemology. We argue for a wider theoretical underpinning to the research and specifically advocate the use of identity theories to explain personal and social phenomena. We also argue for the use of theoretical frameworks that empower rather than ‘capture’ cultural groups.  相似文献   

Behavioral variability is controlled by discriminative stimuli     

Justin Denney  Allen Neuringer 《Learning & behavior》1998,26(2):154-162

Previous research has demonstrated that behavioral variability can be modified by reinforcers contingent on it, but there has been no convincing evidence of discriminative stimulus control over such variability. We therefore rewarded 20 rats for variable response sequences in the presence of one stimulus and provided equal rewards independently of sequence variability in the presence of a second stimulus. We found that sequence variability was significantly higher during the first stimulus than during the second, with the greatest difference occurring immediately following onset of the stimuli. Removing the discriminative stimuli caused levels of variability to converge. These experiments provide strong evidence that behavioral variability can be controlled by discriminative stimuli, which may be important for general theories of operant behavior and their applications.  相似文献   

School-based bullying experiences as reflected by adults with visual impairments     

Justin A. Haegele  Xihe Zhu  Steven K. Holland 《Psychology in the schools》2020,57(2):296-309

The purpose of this study was to describe the reflections of adults with visual impairments regarding bullying experiences during their school-based education. An interpretative phenomenological analysis research approach was used and 11 participants (aged 20–35 years; seven women, four men) participated in this study. The sources of data were semi-structured audiotaped telephone interviews and reflective field notes. Thematic development was undertaken utilizing a three-step analytical process guided by the research approach. Based on the data analysis, three interrelated themes were constructed: (a) “It would be when they knew there weren't teachers watching”: bullying experiences in unowned and unstructured spaces; (b) “Going through the motions”: feelings about verbal, social, and physical victimization; and (c) “They had their own insecurities”: understanding the bullies and bystanders. The emerged themes provide a unique insight into the way in which those with visual impairments experienced bullying in schools and the meaning they ascribed to those experiences.  相似文献   

Comprehensive evaluation of player-surface interaction on artificial soccer turf     

Müller C  Sterzing T  Lange J  Milani TL 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):193-205

The purpose of this study was to evaluate the traction characteristics of four different stud configurations on Fédération Internationale de Football Association (FIFA) 2-Star, third-generation artificial soccer turf. The investigated stud configurations were hard ground design, firm ground design, soft ground design, and an experimental prototype. The concept of this study combines performance, perception, biomechanical, and mechanical testing procedures. Twenty-five soccer players took part in the different testing procedures. Variables of this study were: running times, subjective rankings/ratings, ground reaction forces, and mechanical traction properties. Statistical discrimination between the four stud configurations was shown for performance, perception, and biomechanical testing (p < 0.05). Unsuited stud configurations for playing on artificial turf are characterized by less plain distributed and pronounced studs.  相似文献   

V. Results: Coordinated Interpersonal Timing (Cit) at Age 4 Months     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):66-78

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Comparison of Most-to-Least Prompting to Flexible Prompt Fading for Children with Autism Spectrum Disorder     

Justin B. Leaf  Jeremy A. Leaf  Aditt Alcalay  Alyne Kassardjian  Kathleen Tsuji  Stephanie Dale 《Exceptionality》2016,24(2):109-122

This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants.  相似文献   

National Evidence of the Impact of First-Year Online Enrollment on Postsecondary Students’ Long-Term Academic Outcomes     

Justin C. Ortagus 《Research in higher education》2018,59(8):1035-1058

This study examines the influence of first-year online enrollment on the long-term academic outcomes of postsecondary students. Using a nationally representative sample and propensity score weighting, I find that enrolling in some online courses is associated with lower odds of dropping out of college. Additional results reveal a positive relationship between enrolling in some online courses and sub-baccalaureate indicators of long-term academic success, such as earning an associate’s degree and transferring from a community college to a 4-year institution.  相似文献   

Investigating optimal learning moments in U.S. and finnish science classes     

Barbara Schneider  Joseph Krajcik  Jari Lavonen  Katariina Salmela‐Aro  Michael Broda  Justina Spicer  Justin Bruner  Julia Moeller  Janna Linnansaari  Kalle Juuti  Jaana Viljaranta 《科学教学研究杂志》2016,53(3):400-421

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The Stigma of Tenure Denied: An Exploration of Individual and Institutional Implications     

Alleman  Nathan F.  Nelson  Justin J.  Cliburn Allen  Cara 《Research in higher education》2019,60(7):1000-1024

Research in Higher Education - Although tenure denial is a familiar feature of the faculty profession, the dearth of specific research on the subject indicates that it is a phenomenon not...  相似文献