Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences     

Kay Colthorpe  Tania Sharifirad  Louise Ainscough  Stephen Anderson  Kirsten Zimbardi 《Assessment & Evaluation in Higher Education》2018,43(2):272-285

To succeed at post-secondary education, it’s essential that students develop an understanding of their own knowledge and learning processes. This metacognition of learning, or ‘meta-learning’, helps students to become more effective learners, as they become more aware of their self-regulatory processes and recognise the effectiveness of their study strategies. To increase biomedical science students’ self-awareness, we have designed and implemented meta-learning assessment tasks across our biomedical science courses. Most students reported that meta-learning tasks had a positive impact on their learning, as they prompted self-regulatory processes of forethought and self-reflection. We found that students were equally likely to change or not change their study strategies across subsequent semesters. Those students that did not change were generally high achievers, believing their study approaches were most effective, but their performance did not improve across semesters. In contrast, students who adapted, mostly by modifying how they appraised and rearranged records or improved planning and time management, performed less well overall but significantly improved their performance across semesters. Meta-learning tasks may prompt students to become more self-reflective and independent learners by affecting their approach to learning, enabling them to reflect on their study strategies, adapt and improve performance, and may enable the development of lifelong learning skills.  相似文献   

Refining performance improvement tools and methods: Lessons and challenges     

James McCaffery  Michelle Heerey  Kirsten R Bse 《Performance Improvement》2003,42(8):14-19

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Polymorphisms within the COL5A1 gene and regulators of the extracellular matrix modify the risk of Achilles tendon pathology in a British case-control study     

Karryn L. Brown  Kirsten B. Seale  Louis Y. El Khoury  Michael Posthumus  William J. Ribbans  Stuart M. Raleigh 《Journal of sports sciences》2017,35(15):1475-1483

Several genetic loci have been associated with risk of Achilles tendon pathology (ATP) within South African and Australian populations. The aim of this study was, therefore, to evaluate eight previously implicated genetic variants in an independent British population. A total of 130 asymptomatic controls (CON) and 112 participants clinically diagnosed with ATP comprising 87 individuals with chronic Achilles tendinopathy (TEN) and 25 with Achilles tendon ruptures (RUP) were included. All participants were genotyped for variants within the COL5A1, MIR608, IL-1β, IL-6 and CASP8 genes. Primary findings implicated COL5A1 and CASP8. Three inferred allele combinations constructed from COL5A1 rs12722, rs3196378 and rs71746744 were identified as risk modifiers. The T–C–D combination was associated with increased risk of ATP (P = 0.023) and RUP (P < 0.001), the C–A–I combination was associated with increased risk of ATP (P = 0.011), TEN (P = 0.011) and RUP (P = 0.011) and the C–C–D combination was associated with decreased risk of ATP (P = 0.011) and RUP (P = 0.004). The CASP8 rs3834129 DD genotype was associated with decreased risk of TEN (P = 0.020, odds ratio: 0.45, 95% confidence interval: 0.22–0.90) and the CASP8 I–G (rs3834129–rs1045485) inferred allele combination was associated with increased risk of TEN (P = 0.031). This study further highlights the importance of polymorphisms within COL5A1 and CASP8 in the aetiology of ATP.  相似文献   

A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth     

Niels Hermens  Sabina Super  Kirsten T. Verkooijen  Maria A. Koelen 《Research quarterly for exercise and sport》2017,88(4):408-424

Purpose: Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on life skill development in sports programs serving socially vulnerable youth and, insofar as it was investigated in the included studies, of the conditions conducive to life skill development in these sports programs. Method: Potentially relevant studies published during 1990 to 2014 were identified by a search in 7 electronic databases. The search combined terms relating to (a) sport, (b) youth AND socially vulnerable, and (c) life skills. Eighteen of the 2,076 unique studies met the inclusion criteria. Results: Each included study reported that at least 1 life skill improved in youth who participated in the studied sports program. Improvements in cognitive and social life skills were more frequently reported than were improvements in emotional life skills. Only a few of the included studies investigated the conditions in the studied sports programs that made these programs conducive to life skill development. Conclusions: Sports programs have the potential to make a difference in the life skill development of socially vulnerable youth. This conclusion needs to be treated with some caution, because the studies experienced many challenges in reducing the risk for bias. Several alternative research strategies are suggested for future studies in this field.  相似文献   

Perceptions of Power and Faith among Black Women Faculty: Re-thinking Institutional Diversity     

Kirsten T. Edwards 《Innovative Higher Education》2015,40(3):263-278

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School principals speaking back to widening participation policies in higher education     

Jill Blackmore  Kirsten Hutchison  Anne Keary 《Journal of educational administration and history》2017,49(2):108-127

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By the Water’s Edge: a Hermeneutic Look at Suffering and Self-Compassion in Counselling Psychology     

Kirsten Klingle  Shelly Russell-Mayhew  Anusha Kassan  Nancy Moules 《International journal for the advancement of counseling》2018,40(3):227-236

What is to be done in response to client suffering? Our aim in this paper is to explore the generative potential in viewing the topic of suffering and self-compassion through an interpretive lens. To accomplish this goal, we review Gadamerian philosophical hermeneutics as a way of understanding these topics while looking to the central tenets of counselling psychology as a guide in elucidating the therapeutic experience. In so doing, we stress the significance in recognizing the interpretive and unique experience of suffering and self-compassion, in turn privileging the client’s conceptualizations and experiences.  相似文献   

Towards a philosophy of academic publishing     

Michael A. Peters  Petar Jandrić  Ruth Irwin  Kirsten Locke  Nesta Devine  Richard Heraud 《Educational Philosophy and Theory》2016,48(14):1401-1425

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper is the result of a collective writing process.  相似文献   

Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material   总被引：2，自引：0，他引：2       下载免费PDF全文

Crossgrove K  Curran KL 《CBE life sciences education》2008,7(1):146-154

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.  相似文献   

Disarming Hatred: History Education,National Memories,and Franco‐German Reconciliation from World War I to the Cold War     

Mona Siegel  Kirsten Harjes 《History of education quarterly》2012,52(3):370-402

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