The impact of alternative authentic assessment outcomes in Palestinian fourth grade math classrooms     

《Studies in Educational Evaluation》2021

Focusing on evaluating students’ performance in basic math classrooms, the researchers in this study examined the impact of alternative assessments on learning outcomes in fourth grade Palestinian classrooms. Representing a large sector of education in the Palestinian territories, fourth grade students were randomly selected to participate in the study in which they participated in various math instructional and assessment activities throughout multiple lessons and cycles. Alternative assessment approaches were used including student self- assessment, peer assessment, and teacher assessment in terms of three main achievement levels to measure the extent to which students learned the math concepts by recall and remembrance, ability to apply, and making inferences. Mixed Design ANOVA measures were used to analyze and interpret the results which showed significant trends and correlations across the four cycles of math instruction and indicated that alternative authentic assessment methods have had a positive impact on students’ learning and application of math. Implications for integrating authentic assessment measures as well as peer and self- assessments were drawn in light of the promising outcomes of augmenting student motivation and developing critical life-long skills.  相似文献   

Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety     

Anne Williford  Paula Fite  Kathleen Diaz  Mehar Singh 《Psychology in the schools》2021,58(1):185-202

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.  相似文献   

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course          下载免费PDF全文

Patrick J. Herling  B. Tanya Mohseni  Derek C. Hill  Stacy Chelf  Jeffrey A. Rickert  Jonathan T. Leo  Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223

Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists.  相似文献   

Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case     

Aubteen Darabi  Shirin Pourafshar  Rinki Suryavanshi  Thomas ‘Logan’ Arrington 《International Journal of Science Education》2016,38(7):1197-1211

This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n?=?58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners’ performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.  相似文献   

Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden          下载免费PDF全文

Ellen Johansson  Tobias E. Holmin  Bengt R. Johansson  Magnus Braide 《Anatomical sciences education》2018,11(4):403-409

Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists.  相似文献   

Student Peer Teaching: An Innovative Approach to Instruction in Science and Engineering Education     

Ramaswamy  Shri  Harris  Ilene  Tschirner  Ulrike 《Journal of Science Education and Technology》2001,10(2):165-171

This paper reports the results of a pilot-study in a senior paper science and engineering class, of an innovative instructional method designed to foster student problem-solving and in-depth learning of material, namely, student peer teaching. We review related literature focusing on active learning methods in science and engineering education, describe the method of student peer teaching used in this pilot-study, present the evaluation method and results, and discuss implications for further development of this method of instruction. Results suggest that students were able to effectively teach significant curricular content. In addition, the method of student peer teaching served important purposes in helping students develop in-depth understanding and expertise in the issues related to their teaching session, as well as teaching and presentation skills which will be useful in their professional practice. However, students expressed concern that, while achieving in-depth learning of the content of their teaching session, they tended to focus on the content area of their teaching session at the expense of other content areas and may not have learned as well from other students as from the Professor. We recommend a modified structure for student peer teaching which incorporates cooperative learning methods; increased Professor involvement in class sessions, in the role of the mentor; and modifications in performance evaluation methods to ensure ongoing student monitoring of progress and self-assessment. The method of student peer teaching, in science and engineering education, combined with cooperative learning methods, is viewed as a major extension of cooperative learning methods, used in the service of preparation for professional careers.  相似文献   

跳频多址系统盲空时干扰消除算法研究     

刘传清 《襄樊学院学报》2007,28(11):44-47

提出了适合无中心控制的对等网络的盲空时自适应干扰消除算法．本算法利用检测信号功率恒定的特点，采用了两个滤波器组，当其中一个工作时，另一个开始调整权系数，从而提高了收敛速度，避免了跳频频率变化带来的波束估计误差．仿真结果表明，提出的盲自适应算法可以明显提高输出信号SINR增益．  相似文献   

Requisite participant characteristics for effective peer group mentoring     

Jonathan Kroll 《Mentoring & Tutoring: Partnership in Learning》2017,25(1):78-96

Effective mentorship, due to the developmental nature of the experience, hinges upon the people involved—specifically, the personal characteristics of the mentoring collaborators. In this paper, the author explored requisite participant characteristics for peer group mentoring. One dozen executive-level professional women shared their stories-of-experience as participants in peer mentoring groups. A thematic analysis was utilized to investigate the narrative data from these interviews. Findings suggest that these participant characteristics include (a) an intrinsic interest; (b) a learning disposition; (c) a commitment to the mentoring experience; (d) comfortability with vulnerability and having the courage to share struggles; and (e) an inherent desire to support others in their learning, growth, and development.  相似文献   

Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective     

Xiao-Li Zheng  Hoi-Soo Kim  Wen-Hua Lai  Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):103-130

In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.  相似文献   

BCK-代数中的星形子代数     

孙大军 《洛阳师范学院学报》1997,(2)

对BCK-代数X中的星形子代数进行了讨论，给出了星形子代数构成某些特殊子结构的刻划，并讨论了乘积BCK-代数星部分的若干性质．  相似文献