Simulations as practice-based spaces to support elementary teachers in learning how to facilitate argumentation-focused science discussions     

Jamie N. Mikeska  Heather Howell 《科学教学研究杂志》2020,57(9):1356-1399

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The diagnostic and prognostic utility of the dual-task tandem gait test for pediatric concussion     

Katie A. Van Deventer  Corrine N. Seehusen  Gregory A. Walker  Julie C. Wilson  David R. Howell 《运动与健康科学(英文)》2021,10(2):131

BackgroundThe tandem gait test has gained interest recently for assessment of concussion recovery. The purpose of our study was to determine the prognostic and diagnostic use of the single- and dual-task tandem gait test, alongside other clinical measures, within 10 days of pediatric concussion.MethodsWe assessed 126 patients post-concussion (6.3 ± 2.3 days post-injury, mean ± SD) at a pediatric sports medicine clinic and compared them to 58 healthy controls (age: 15.6 ± 1.3 years; 43% female). We also compared the 31 patients with concussion who developed persistent post-concussion symptoms (PPCS) (age = 14.9 ± 2.0 years; 48% female) to the 81 patients with concussion who did not develop PPCS following the initial assessment (age: 14.1 ± 3.0 years; 41% female). All subjects completed a test battery, and concussion patients were monitored until they experienced concussion-symptom resolution. The test battery included tandem gait (single-task, dual-task (performing tandem gait while concurrently completing a cognitive test) conditions), modified Balance Error Scoring System (mBESS), and concussion symptom assessment (Health and Behavior Inventory). We defined PPCS as symptom resolution time > 28 days post-concussion for the concussion group. Measurement outcomes included tandem gait time (single- and dual-task), dual-task cognitive accuracy, mBESS errors (single/double/tandem stances), and symptom severity.ResultsThe concussion group completed the single-task (mean difference = 9.1 s, 95% confidential interval (95%CI): 6.1–12.1) and dual-task (mean difference = 12.7 s, 95%CI: 8.7–16.8) tandem gait test more slowly than the control group. Compared to those who recovered within 28 days of concussion, the PPCS group had slower dual-task tandem gait test times (mean difference = 7.9 s, 95%CI: 2.0–13.9), made more tandem-stance mBESS errors (mean difference = 1.3 errors, 95%CI: 0.2–2.3), and reported more severe symptoms (mean difference = 26.6 Health and Behavior Inventory rating, 95%CI: 21.1–32.6).ConclusionWorse dual-task tandem gait test time and mBESS tandem stance performance predicted PPCS in pediatric patients evaluated within 10 days of concussion. Tandem gait assessments may provide valuable information augmenting common clinical practices for concussion management.  相似文献   

Web‐based student feedback: comparing teaching‐award and research‐award recipients     

Diane G. Symbaluk  Andrew J. Howell 《Assessment & Evaluation in Higher Education》2010,35(1):71-82

We examined web‐based ratings and open‐ended comments of teaching‐award winners (n = 120) and research‐award winners (n = 119) to determine if teaching‐award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching‐award winners higher than research‐award winners on measures of teaching quality (i.e. helpfulness and clarity). A higher percentage of teaching‐award recipients relative to research‐award recipients received positive open‐ended comments about competence, use of humour, clarity, appearance and personality as well as both positive and negative open‐ended comments about level of course difficulty. We discuss implications of these findings for lending credibility to the RateMyProfessors.com indices and for promoting published faculty evaluations at post‐secondary institutions more generally.  相似文献   

Fast Assessments with Digital Tools Using Multiple-Choice Questions     

Dusti D. Howell  Daphne ChingYu Tseng  Jozenia T. Colorado-Resa 《College Teaching》2017,65(3):145-147

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Identifying the challenges and opportunities to meet the needs of children with speech,language and communication difficulties          下载免费PDF全文

Julie E. Dockrell  Peter Howell 《British Journal of Special Education》2015,42(4):411-428

The views of experienced educational practitioners were examined with respect to the terminology used to describe children with speech, language and communication needs (SLCN), associated problems and the impact of speech and language difficulties in the classroom. Results showed that education staff continue to experience challenges with the range of terminology used to refer to the children's needs. Terms used to refer to difficulties with speech were least familiar to the respondents. Difficulties were noted in distinguishing between children with SLCN and children where English was an additional language. Respondents indicated a variety of additional difficulties experienced by the children. Literacy difficulties were reported to be more prevalent in children with language difficulties, while levels of bullying and anxiety were reported to be higher in children with speech problems. Respondents reported that tools for identifying speech and language difficulties and procedures for accessing effective resources are required.  相似文献   

Promoting lower-carbon lifestyles: the role of personal values,climate change communications and carbon allowances in processes of change     

Rachel A. Howell 《Environmental Education Research》2014,20(3):434-435

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Teaching mixed‐mode: a case study in remote delivery of computer science in Africa     

Sheila Howell  Michael C. Harris  Simon A. Wilkinson  Catherine Zuluaga  Paul Voutier 《Educational Media International》2013,50(4):297-306

In February 2003, RMIT University in Melbourne, Australia, commenced delivery of a Computer Science diploma and degree programme using mixed mode delivery to 250 university students in sub‐Saharan Africa, through a World Bank funded project designed for the African Virtual University (AVU). The project is a unique experience made possible by collaboration and co‐operation between Australian and African partners and incorporating a student‐centred philosophy and mixed‐mode delivery. The project also has an ongoing commitment to building African capacity for online development and delivery of courseware through a defined capacity building programme for the University of Dar es Salaam, (UDSM), which will take over the project in 2007. This paper discusses the relevant philosophies of the major partners in the project, outlines the components of the mixed mode delivery strategy and identifies the successes and challenges uncovered in the first year of operation.

Enseignement par méthode mixte : Une étude de cas sur les cours par correspondance de sciences d’informatique en Afrique

En février 2003, l’université RMIT de Melbourne en Australie a réalisé un projet pour l’Université Virtuelle Africaine (AVU) fondé par la Banque mondiale qui a permit à 250 étudiants d’universités de la région sous‐saharienne d’Afrique d’obtenir un grade universitaire en sciences d’informatique en participant a un cours par correspondance. Ce projet est une expérience unique qui a été rendue possible par une collaboration et coopération entre des partenaires australiens et africains et par l’incorporation d’une philosophie orientée sur les étudiants et d’assistance par méthodes mixtes de diffusion. Ce projet à une obligation permanente d’améliorer la productivité africaine du développement en ligne et de la diffusion de matériaux de cours en ligne, ce qui est effectué par un programme d’augmentation de la productivité défini pour l’Université de Dar es Salaam (UDSM), qui va assumer ce projet en 2007. Cet exposé décrit les philosophies principales des partenaires de ce projet, esquisse les composants de cette stratégie de diffusion à méthode mixte et identifie les succès et les défis découverts lors de la première année d’opération.

Unterrichten kombinierter Methoden: eine Fallstudie zum Fernstudium der Computerwissenschaften in Afrika

Im Februar 2003 begann die RMIT Universität in Melbourne in Australien mit Hilfe eines durch die Weltbank gegründeten Projekts für die Afrikanische Virtuelle Universität (AVU) mit einer kombinierten Methode der Wissensvermittlung 250 Studenten aus der unteren Sahara‐Region in Afrika die Teilnahme an einem Fernstudiumsprogramm mit einem Abschluss in Computerwissenschaften zu ermöglichen. Bei diese Projekt handelt es sich um eine einzigartige Erfahrung, die durch die Zusammenarbeit zwischen australischen und afrikanischen Partnern ermöglicht wurde und die die auf Studenten ausgerichtete Philosophie und die kombinierte Form der Wissensvermittlung einbezieht. Dieses Projekt hat die ständige Verpflichtung, die afrikanische Leistungsfähigkeit der Online‐Bildung und die Verfügbarkeit von Kursmaterialien zu verbessern, und zwar über ein definiertes Aufbauprogramm für die Universität Dar es Salaam (UDSM), die dieses Projekt 2007 übernehmen wird. Dieser Bericht erläutert die relevanten Kernphilosophien der Hauptpartner des Projekts, beschreibt die Komponenten der kombinierten Methode der Wissensvermittlung und identifiziert die Erfolge und Herausforderungen, die im Laufe des ersten Jahres erkannt wurden.  相似文献   

Synchronous and asynchronous interactions of bilingual Hispanic pre‐ and in‐service teachers in distance learning     

Luisa Lara  Richard Howell  Jeronimo Dominguez  José Navarro 《The American journal of distance education》2013,27(3):50-67

Abstract

This study investigated differences in online written interactions of bilingual Hispanic pre‐ and in‐service teachers across two types of online discussion groups: synchronous and asynchronous. Participants were exposed to a shortened version of a wholly online special education course and participated in instructional activities as well as synchronous and asynchronous discussion groups over a six‐week period. The research used both an alternating treatment design to gather quantitative data, and interviews and questionnaires for qualitative data. The results support the contention that synchronous discussion group interactions are an important feature of successful online courses with Hispanic students.  相似文献   

BOOK REVIEWS     

Liz Rymer  Charlotte Wilmot  Barbara Howell  Sue Thompson 《Learning, Media and Technology》2008,33(1):81-85

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NEGRO MINISTERS AND THE COLOR LINE IN AMERICAN PROTESTANTISM     

Jesse Howell Atwood 《Religious education (Chicago, Ill.)》2013,108(9):823-829

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