Conceptualizing content-related PD facilitator expertise     

Prediger  Susanne  Roesken-Winter  Bettina  Stahnke  Rebekka  Pöhler  Birte 《Journal of Mathematics Teacher Education》2022,25(4):403-428

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Making sustainable higher education: a critique of scholarly responsibilities,professionalisation and praxis     

Susanne Müller-Lindeque 《Environmental Education Research》2014,20(2):288-289

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Enhancement of anatomical learning and developing clinical competence of first‐year medical and allied health profession students          下载免费PDF全文

Sarah A. Keim Janssen  Stephane P. VanderMeulen  Valerie K. Shostrom  Carol S. Lomneth 《Anatomical sciences education》2014,7(3):181-190

Hands‐on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first‐year health profession students. This study integrated teaching the Lachman test into a first‐year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First‐year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands‐on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post‐test and survey. Students with hands‐on training performed significantly better than students with lecture‐only training in completing the checklist, a post‐test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands‐on training compared to students receiving lecture‐only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands‐on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. Anat Sci Educ 7: 181–190. © 2013 American Association of Anatomists.  相似文献   

Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads     

Karen Krol  Jeroen Janssen  Simon Veenman  Jos van der Linden 《Educational Research and Evaluation》2013,19(3):205-237

In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the provision and receipt of elaborations within the dyads and the performance of the dyads working on cooperative mathematics and language tasks. Treatment dyads were found to exchange significantly more high-level elaborations during the language task than the control dyads. The treatment dyads also tended to produce higher performance scores on the 2 tasks.  相似文献   

National Assessment of New Standards for Mathematics in Elementary Education in Flanders     

Rianne Janssen  Erik De Corte  Lieven Verschaffel  Evelyn Knoors  Ariane Colémont 《Educational Research and Evaluation》2013,19(2):197-225

A baseline assessment of the new curriculum standards of mathematics for elementary education in Flanders is presented and discussed. A total of 24 measurement scales, each representing a cluster of standards, covered the whole mathematics curriculum. A total of 5,763 6th-grade students participated in the study. Performance on each scale was summarized by estimating the proportion of students who were nonmasters, intermediate, and good masters. Overall, the more innovative curriculum standards were mastered worse. Few gender differences in performance were observed.  相似文献   

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic     

Mitchell L. Thom  Blair A. Kimble  Kelli Qua  Susanne Wish-Baratz 《Anatomical sciences education》2021,14(5):552-561

In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η² = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.  相似文献   

The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years     

Christopher Osterhaus  Susanne Koerber 《Child development》2021,92(5):1872-1888

This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7 years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by information-processing skills (intelligence and language at 6 years), but not by the age when children acquired the basic conceptual insight; only some naturalistic, social-interpretative tasks were correlated with children’s age at acquisition. This study documents significant developmental progressions in middle-childhood AToM and suggests that different mechanisms may underlie diverse aspects of social cognition.  相似文献   

Strategies in pharmaceutical research     

P.A.J Janssen 《Endeavour》1985,9(1):28-33

Until comparatively recently the only systematic means of discovering new biologically active substances was laboriously to screen very large numbers of compounds. Now, however, computer graphics is replacing this crude shotgun technique and making it possible to display in some detail the conformation of substances before they are synthesized and determine how far they match the essential features of those in which the biological activity desired has already been demonstrated.  相似文献   

Patterns of Nonverbal Adaptation in Supportive Interactions     

Graham D. Bodie  Kaitlin E. Cannava  Andrea J. Vickery  Susanne M. Jones 《Communication Studies》2016,67(1):3-19

This study seeks initial evidence for the patterns of nonverbal adaptation predictive of emotional improvement after a troubles talk conversation. A total of 128 dyads composed of two unacquainted individuals engaged in a 5-minute conversation about a stressful event, and the nonverbal behaviors of both the supportive listener and discloser were coded for immediacy. We detected a general pattern of matching between interlocutors, which was positively associated with disclosers’ reported emotional improvement above and beyond listener immediacy. Importantly, we found primary support for a discloser-matching model whereby emotional improvement is a function of disclosers matching highly immediate listeners but no support for a listener-matching model whereby emotional improvement is a function of listeners matching disclosers to signal empathy.  相似文献   

Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts     

Lavoué  Elise  Kazemitabar  Maedeh  Doleck  Tenzin  Lajoie  Susanne P.  Carrillo  Rubiela  Molinari  Gaëlle 《Educational technology research and development : ETR & D》2020,68(1):269-292

Educational technology research and development - This paper studies learners’ emotion awareness in university level academic contexts as a first step to help learners regulate their...  相似文献