Course evaluation in medical education     

Jennifer R. Kogan  Judy A. Shea 《Teaching and Teacher Education》2007

Course evaluation is integral to medical education. We discuss (1) distinctive features of medical education that impact on course evaluation, (2) a framework for course evaluations, (3) details that shape the evaluation process, (4) key measurement issues important to data gathering and interpretation, and (5) opportunities for expanding the scope of research regarding course evaluations. Drawing from higher education and medical education literature, a great deal is known about course evaluations. High-quality rating scales have been developed. There is evidence that ratings are valid and reproducible given sufficient ratings are gathered, but there remain many areas deserving of more research.  相似文献   

Connection,Challenge, and Change: The Narratives of University Students Mentoring Young Indigenous Australians     

Sarah O’Shea  Valerie Harwood  Lisa Kervin  Nici Humphry 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):392-411

  相似文献   

Repeated Retention Testing Effects Do Not Generalize to a Contextual Interference Protocol     

Jeffrey T. Fairbrother  John B. Shea  Scott T. Marzilli 《Research quarterly for exercise and sport》2013,84(5):465-475

Three experiments examined repeated retention testing effects in a contextual interference (CI) protocol. Retention was assessed at 10 min and 24 hr following acquisition or at just 24-hr for the one-test conditions. Experiments 1 and 2 used speeded-response key-pressing tasks. Dependent measures were total time and errors. Experiment 3 used sequential-timing tasks. Dependent measures were absolute error and absolute constant error. Results revealed CI effects in each experiment. Repeated retention testing effects were not found in Experiments 1 and 3. Experiment 2 revealed superior performance by the two-test condition compared to the one-test condition. This result was qualified by possible practice effects during the 10-min test. It was concluded that repeated retention testing does not present problems for most studies of CI.  相似文献   

Visual cliff performance in 10 species of muroid rodents     

Sarah A. Sloane  Sandra L. Shea  Melissa Miley Procter  Donald A. Dewsbury 《Learning & behavior》1978,6(2):244-248

A total of 200 muroid rodents, 20 from each of 10 species from diverse ecological adaptations, were tested for depth perception near the age of weaning. Each animal was given 10 trials in a visual cliff. Seven of the 10 species, Israeli gerbils, California voles, house mice, meadow voles, cactus mice, cotton mice, and deer mice, showed some evidence of depth discrimination. By contrast, white-footed mice, prairie voles, and montane voles showed no evidence of such discriminative ability. Although there was no strong relationship apparent between the usual habitat of the species and their tendency to choose the shallow side in the visual cliff, a relationship was found among ecological factors, open-field behavior, and the latency to make a descent from the centerboard of the visual cliff.  相似文献   

Exploring the use of virtual reality by pre-service elementary teachers for teaching science in the elementary classroom     

Carole K. Lee  Marilyn Shea 《Journal of Research on Technology in Education》2020,52(2):163-177

Abstract

This research was conducted on two groups of pre-service elementary teachers (PSETs) (N?=?38) in a pre/post within-subjects design. Participants were asked to critique, create, and evaluate the use of virtual reality (VR) classroom applications during a three-stage intervention. Pre/post questionnaires assessed the change in attitudes toward using VR and technology when teaching. Participants felt significantly more ready to teach science using computer-based technology (t = 7.23, p < .0001) following the intervention. Qualitative analysis of responses showed that PSETs were positive about their VR experience and had come to see VR apps as supplementary educational tools. The majority of the PSET teams successfully created original instructional material using VR, increasing their self-efficacy.  相似文献   

Australia’s supervising teachers: motivators and challenges to inform professional learning     

Wendy Nielsen  Juanjo Mena  Anthony Clarke  Sarah O’Shea  Garry Hoban  John Collins 《Asia-Pacific Journal of Teacher Education》2017,45(4):346-368

This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and challenges supervising teachers becomes a focus for professional learning through analysis presented in this paper. Data are reported from a national data set that includes 314 responding supervising teachers who took the Mentoring Perspectives Inventory from 2012–2014. The MPI data are aggregated in this paper to suggest that the wider system of teacher education could benefit from attention at various levels of interest to develop the underlying knowledge base of supervising teachers and our understanding of how they are challenged and motivated in their work with preservice teachers.  相似文献   

Random and blocked practice of movement sequences: differential effects on response structure and movement speed     

Wilde H  Magnuson C  Shea CH 《Research quarterly for exercise and sport》2005,76(4):416-425

Three similar six-element key press sequences were practiced under blocked or random practice schedules with acquisition conducted on one day and retention and transfer on the next day. The task required participants to type, as quickly as possible, one of three 6-element sequences as observed on a computer monitor. In blocked practice, participants completed all practice in one repeated sequence before the next repeated sequence was introduced. In random acquisition practice, the three repeated sequences were randomly presented to the participants. The data suggest that random practice results in participants adopting a uniform response structure, while blocked practice allows participants to exploit unique sequential aspects of the individual tasks. This finding suggests that random practice may not be as effective as blocked practice when one of the tasks being practiced together can be optimized through the development of a unique response structure.  相似文献   

Assessing the Personal-Social Development of Hong Kong Chinese Adolescents     

Mantak Yuen  Eadaoin K. P. Hui  Patrick S. Y. Lau  Norman C. Gysbers  Thomas K. M. Leung  Raymond M. C. Chan  Peter M. K. Shea 《International journal for the advancement of counseling》2006,28(4):317-330

A 60-item measure, the Personal-Social Development Self-Efficacy Inventory (PSD-SEI) was developed to assess personal-social development self-efficacy among adolescents in Hong Kong. The PSD-SEI was administered to 6,776 Grade 10–13 students in Hong Kong. Principal components analysis with varimax solutions yielded seven meaningful factors: 1. Self-Realization, 2. Leadership and Teamwork, 3. Emotional, Physical and Social Wellness, 4. Interests and Life Goals 5. Relationships, 6. Avoiding Drugs, Excessive Drinking and Smoking, and 7. Finance and Self-Care. Reliability analyses showed that the total scale and subscales were internally consistent. The data suggested that Hong Kong adolescents had some but not strong confidence in their personal-social development. Boys were more confident in self-realization and maintaining wellness; girls were more confident in leadership and teamwork, relationship with the opposite sex, and avoiding drugs, excessive drinking, and smoking. This study is the first attempt to develop and validate a personal-social development self-efficacy measure for Chinese adolescents. Further research and applications of the PSD-SEI for the quality enhancement of personal-social development programmes in schools are discussed.  相似文献   

Avoiding the manufacture of ‘sameness’: first-in-family students,cultural capital and the higher education environment     

Sarah O’Shea 《Higher Education》2016,71(1):59-79

  相似文献   

Who is Publishing Diverse Books Best?     

Nicholas Shea  Gloria Mulvihill  Vi La Bianca  Alyssa Hanchar 《Publishing Research Quarterly》2018,34(2):207-217

Small independent publishers are frequently lauded as the bastions of diversity while the Big Five are vilified as the primary contributors to the overwhelming whiteness of book publishing—yet no statistical data has been offered to support either claim. Moreover, the overall percentages of authors of color have remained the same year after year (Low in Where is the diversity in publishing? The 2015 diversity baseline survey results. Lee and Low (blog), 2016). The following study is a comparison of the Big Five publishers and small independent publishers with respect to author diversity. As social media outlets are now claiming to change the landscape of publishing by making diverse books more accessible to readers, data was sourced from an independent, reader-driven list to determine which publishers—if any—are promoting authors of color and whether their books are making it into the hands of readers.  相似文献