Global university rankings: Metrics,performance, governance     

Michael A. Peters 《Educational Philosophy and Theory》2019,51(1):5-13

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Idea generation in biomedical engineering courses using Design Heuristics     

Jin Woo Lee  Anastasia Ostrowski  Aileen Huang-Saad  Colleen M. Seifert 《European Journal of Engineering Education》2019,44(3):360-378

ABSTRACT

With increasing demand for improved medical equipment and healthcare, next-generation biomedical engineers need strong design skills. Equipping biomedical engineering students with tools for idea generation and development can increase student design success. Design Heuristics are an ideation tool developed through empirical studies of product designs. While identified in the mechanical engineering space, Design Heuristics may be applicable in biomedical engineering design. In our study, we implemented a Design Heuristics session during upper-level undergraduate and first-year graduate biomedical engineering design courses. We examined the applicability of Design Heuristics within individual and team concept generation contexts. The findings demonstrated that biomedical engineering students were able to use Design Heuristics to generate multiple concepts, and that initial concepts produced using Design Heuristics were carried over into final team design. The results support the applicability of Design Heuristics to student idea generation in biomedical engineering design.  相似文献   

Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence     

Paola Uccelli  Özlem Ece Demir-Lira  Meredith L. Rowe  Susan Levine  Susan Goldin-Meadow 《Child development》2019,90(5):1650-1663

This study examines whether children's decontextualized talk—talk about nonpresent events, explanations, or pretend—at 30 months predicts seventh-grade academic language proficiency (age 12). Academic language (AL) refers to the language of school texts. AL proficiency has been identified as an important predictor of adolescent text comprehension. Yet research on precursors to AL proficiency is scarce. Child decontextualized talk is known to be a predictor of early discourse development, but its relation to later language outcomes remains unclear. Forty-two children and their caregivers participated in this study. The proportion of child talk that was decontextualized emerged as a significant predictor of seventh-grade AL proficiency, even after controlling for socioeconomic status, parent decontextualized talk, child total words, child vocabulary, and child syntactic comprehension.  相似文献   

Discussing adapted physical education during IEP meetings: First-hand parent experiences and a supporting tool     

Scott W.T. McNamara  Lauren Lieberman  Brad Weiner  Brock McMullen 《Journal of Research in Special Educational Needs》2021,21(4):302-311

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How Secondary Mathematics Preservice Teachers Grapple with Enacting Culturally Responsive Practices at Placement Sites     

Ramsay-Jordan  Natasha N. 《International Journal of Science and Mathematics Education》2021,19(5):997-1013

International Journal of Science and Mathematics Education - Many scholars call for teacher educators to provide experiences that can lead prospective teachers to adopt and implement culturally...  相似文献   

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils     

Ceridwen Evans  Sandy Toogood  Stephanie Owen-Leeds  Leusa Dwyfor  Shabreen Jorammanawar  Nour Issa  J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.  相似文献   

Childhood Physical Fitness and Performance as Predictors of High School Sport Participation     

Rebecca A. Battista  Erin D Bouldin  Karin A. Pfeiffer  Christine E. Pacewicz  Shannon R Siegel  Eric M. Martin 《Measurement in physical education and exercise science》2021,25(1):43-52

ABSTRACT

Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school.  相似文献   

Response and Responsibility: Rethinking Accountability in Education     

ALISON M. BRADY 《Journal of Philosophy of Education》2021,55(1):25-40

Current conceptions of accountability imply that, in order for teachers to be able to hold themselves to account, they need first to have cultivated certain ‘professional dispositions’. But these conceptions fail to acknowledge the extent to which teachers are first and foremost accountable ‘as such’. For the early existentialist thought of the philosopher Jean‐Paul Sartre, this relates to a kind of responsibility premised on the ways in which we are always and inevitably responding to the world in which we find ourselves (with others). In this paper, I offer a reconceptualisation of teacher accountability in light of this, one that recognises implicit responses in classroom situations as underpinned by the subjectivity of those who bring these situations to light—often in subtle and immeasurable ways.  相似文献   

Balancing pressures for SENCos as managers,leaders and advocates in the emerging context of the Covid-19 pandemic     

Amy L. Clarke  Elizabeth J. Done 《British Journal of Special Education》2021,48(2):157-174

This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit.  相似文献   

Connecting inside out: Development of the social brain in infants and toddlers with a focus on myelination as a marker of brain maturation     

Nora Schneider  Elizabeth Greenstreet  Sean C. L. Deoni 《Child development》2022,93(2):359-371

Early childhood is a sensitive period for learning and social skill development. The maturation of cerebral regions underlying social processing lays the foundation for later social-emotional competence. This study explored myelin changes in social brain regions and their association with changes in parent-rated social-emotional development in a cohort of 129 children (64 females, 0–36 months, 77 White). Results reveal a steep increase in myelination throughout the social brain in the first 3 years of life that is significantly associated with social-emotional development scores. These findings add knowledge to the emerging picture of social brain development by describing neural underpinnings of human social behavior. They can contribute to identifying age-/stage-appropriate early life factors in this developmental domain.  相似文献