The skeletons in our closet: E‐learning tools and what happens when one side does not fit all          下载免费PDF全文

Sonya E. Van Nuland  Kem A. Rogers 《Anatomical sciences education》2017,10(6):570-588

In the anatomical sciences, e‐learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual‐kinesthetic learning modalities are scarce. The study examined how a visual‐kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two‐dimensional (2D) e‐learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual‐task study to: (1) investigate if a dual‐task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual‐task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e‐learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570–588. © 2017 American Association of Anatomists.  相似文献   

Diagnostic, expanatory, and detection models of Munchausen by proxy: extrapolations from malingering and deception     

Rogers R 《Child abuse & neglect》2004,28(2):225-238

OBJECTIVE: The overriding objective is a critical examination of Munchausen syndrome by proxy (MSBP) and its closely-related alternative, factitious disorder by proxy (FDBP). Beyond issues of diagnostic validity, assessment methods and potential detection strategies are explored. METHODS: A painstaking analysis was conducted of the MSBP and FDBP literature as it relates diagnostic and assessment issues. Given the limitations of this literature, extrapolations were provided from the extensive theory and research on malingering as a related response style. RESULTS: Diagnostic formulations for both MSBP and FDBP de-emphasize the clinical characteristics of the perpetrator. In the case of FDBP, inferential judgments about motivation (e.g., adoption of a sick role) are challenging on conceptual and clinical grounds. When explanatory models from malingering are applied, most research has focused pathogenic models, often allied with psychodynamic thought. Finally, clinical methods for the assessment of MSBP and FDBP are not well developed. CONCLUSIONS: Refinements in the conceptualization of MSBP and FDBP can be provided through prototypical analysis. Drawing from malingering research, explanatory models should be expanded to include adaptational and criminological models. Finally, detection strategies for MSBP and FDBP must be formally operationalized and rigorously validated.  相似文献   

Gaining a better understanding of your teaching through self-study     

Dwight Rogers  Joy Mermin  Mary Jenne 《Early Childhood Education Journal》1991,19(1):20-25

As the director of a small preschool, Mary struggled to come up with a meaningful form of staff development for her teachers. She encouraged her staff to enroll in local workshops, and together they attended weekend-long state and national early-childhood conferences. The staff always returned from these sessions a closer knit group, and the conferences often stimulated them with new ideas that they wished to incorporate into their teaching. Too often, though, by Monday, the demands of the real world of their classrooms had overwhelmed them, and the excitement and energy that had filled them on the weekend had faded away.Dwight Rogers is Assistant Professor, School of Education, University of North Carolina at Chapel Hill. Joy Mermin is a teacher at the Family Preschool, 632 Laurel Hill Road, Chapel Hill, NC. Mary Jenne is a teacher and Director of the Family Preschool, Chapel Hill, NC.  相似文献   

Internetworking and the Politics of Science: NSFNET in Internet History     

Juan D. Rogers 《The Information Society》1998,14(3):213-228

This article presents an account of the process of development of the NSFNET and its significance for the emergence of the Internet of the 1990s. The fact that the development of the interconnected system of computer networks occurred within the realm of academic research is not incidental. The dynamics of the world of scientific research were intimately related to the shaping of the network and to the way in which it spread to other sectors of society. The construction of computer networks crossed the boundaries between science and society in order to build the scientific realm by transforming the world in which it is embedded.  相似文献   

Review of Encyclopédie de l’art moderne et contemporain     

James G. Rogers Jr. 《Archives and Museum Informatics》1999,12(2):157-162

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The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

Development of the Multicultural School Psychology Counseling Competency Scale     

Margaret R. Rogers  Joseph G. Ponterotto 《Psychology in the schools》1997,34(3):211-217

The purpose of this study was to begin to delineate competencies needed by school psychologists in the provision of counseling services to culturally diverse clients and to develop an exploratory measure of multicultural counseling competence in school psychology practice. The present article discusses the development and preliminary psychometric characteristics of the Multicultural School Psychology Counseling Competency Scale (MSPCCS). The MSPCCS, which assesses trainers' perceptions of the multicultural school psychology counseling competencies of graduating trainees, was administered to a national sample of directors of school psychology training programs. Preliminary findings, based on a 57% return rate, suggest that the scale has good internal consistency reliability. Results of the factor analysis support a one factor solution for the scale. Specific considerations in the use of the scale are discussed, and suggestions for future research are presented. © 1997 John Wiley & Sons, Inc.  相似文献   

"Better" People, Better Teaching: The Vision of the National Teacher Corps, 1965–1968     

Bethany Rogers 《History of education quarterly》2009,49(3):347-372

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Detecting Differential Item Functioning Using Logistic Regression Procedures   总被引：2，自引：0，他引：2  

Hariharan Swaminathan  H. Jane Rogers 《Journal of Educational Measurement》1990,27(4):361-370

A logistic regression model for characterizing differential item functioning (DIF) between two groups is presented. A distinction is drawn between uniform and nonuniform DIF in terms of the parameters of the model. A statistic for testing the hypothesis of no DIF is developed. Through simulation studies, it is shown that the logistic regression procedure is more powerful than the Mantel-Haenszel procedure for detecting nonuniform DIF and as powerful in detecting uniform DIF.  相似文献   

Emotion regulation and academic perceptions in adolescence     

Rylee Oram  Julia Ryan  Maria Rogers  Nancy Heath 《Emotional and Behavioural Difficulties》2017,22(2):162-173

Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment.  相似文献