共查询到20条相似文献,搜索用时 31 毫秒
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Ramya Chandrasekaran Shairah Radzi Peh Zhen Kai Preman Rajalingam Jerome Rotgans Sreenivasulu Reddy Mogali 《Anatomical sciences education》2022,15(5):850-862
Due to the modernization of the medical curriculum and technological advancements, anatomy education has evolved beyond cadaveric dissection alone. Plastination techniques, three-dimensional (3D) modeling, and 3D printing technologies have progressively gained importance. However, there are limited valid and reliable surveys to evaluate students' perceptions of these new anatomy tools. Hence, this study aimed to develop a validated instrument to measure students' learning satisfaction, self-efficacy, humanistic values, and perceived limitations of plastinated and 3D printed models. A 41-item survey (five-point Likert scale, 1 = strongly disagree to 5 = strongly agree) was administered to Year 1 undergraduate medical students following a randomized controlled crossover study that evaluated plastinated and 3D printed cardiac and neck models. Ninety-six responses were received, and a factor analysis was performed with the Kaiser–Meyer–Olkin sampling adequacy of 0.878. The confirmatory factor analysis yielded a 4-factor, 19 items model that had a good fit with the latent constructs of 2 (147) = 211.568, P < 0.001, root mean square error of approximation = 0.068, root mean square residual = 0.064, comparative fit index = 0.946, and Tucker Lewis index = 0.937. The Cronbach's alpha for the individual factors ranged from 0.74 to 0.95, indicating good internal consistency. This demonstrated a psychometrically valid and reliable instrument to measure students' perceptions toward plastinated and 3D printed models. 相似文献
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Children (N = 103, 4–9 years, 59 females, 84% White, c. 2019) completed visual processing, visual feature integration (color, luminance, motion), and visual search tasks. Contrast sensitivity and feature search improved with age similarly for luminance and color-defined targets. Incidental feature integration improved more with age for color-motion than luminance-motion. Individual differences in feature search ( = .11) and incidental feature integration ( = .06) mediated age-related changes in conjunction visual search, an index of visual selective attention. These findings suggest that visual selective attention is best conceptualized as a series of developmental trajectories, within an individual, that vary by an object's defining features. These data have implications for design of educational and interventional strategies intended to maximize attention for learning and memory. 相似文献
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Sandip Sinharay 《Journal of Educational Measurement》2016,53(1):63-85
De la Torre and Deng suggested a resampling‐based approach for person‐fit assessment (PFA). The approach involves the use of the statistic, a corrected expected a posteriori estimate of the examinee ability, and the Monte Carlo (MC) resampling method. The Type I error rate of the approach was closer to the nominal level than that of the traditional approach of using along with the assumption of a standard normal null distribution. This article suggests a generalized resampling‐based approach for PFA that allows one to employ or another person‐fit statistic (PFS) based on item response theory, the corrected expected a posteriori estimate or another ability estimate, and the MC method or another resampling method. The suggested approach includes the approach of de la Torre and Deng as a special case. Several approaches belonging to the generalized approach perform very similarly to the approach of de la Torre and Deng's in two simulation studies and in applications to three real data sets, irrespective of the PFS used. The generalized approach promises to be useful to those interested in resampling‐based PFA. 相似文献
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Computerized adaptive testing offers the possibility of gaining information on both the overall ability and cognitive profile in a single assessment administration. Some algorithms aiming for these dual purposes have been proposed, including the shadow test approach, the dual information method (DIM), and the constraint weighted method. The current study proposed two new methods, aggregate ranked information index (ARI) and aggregate standardized information index (ASI), which appropriately addressed the noncompatibility issue inherent in the original DIM method. More flexible weighting schemes that put different emphasis on information about general ability (i.e., in item response theory) and information about cognitive profile (i.e., in cognitive diagnostic modeling) were also explored. Two simulation studies were carried out to investigate the effectiveness of the new methods and weighting schemes. Results showed that the new methods with the flexible weighting schemes could produce more accurate estimation of both overall ability and cognitive profile than the original DIM. Among them, the ASI with both empirical and theoretical weights is recommended, and attribute‐level weighting scheme is preferred if some attributes are considered more important from a substantive perspective. 相似文献
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Xu Di 《Educational Philosophy and Theory》2020,52(14):1503-1513
AbstractConsciousness is a natural and integral part of human beings that is at the core of our physical, emotional, mental, and spiritual functions throughout our lives. However, we tend to be too occupied with or distracted by the details of our daily existence to be fully aware of our own consciousness. More often than not, we are engaged in the surface consciousness in the materialistic world or emotional realm, which interferes us to get connected with our deeper consciousness and capacity. This paper will unpack the layers of human consciousness (or lack of consciousness) from philosophical perspective to examine the relations between our understanding of consciousness and its impact on our holistic wellbeing and growth (Singh, 2016; Suzuki, 1999; Thompson, 2015). What is consciousness? How do human beings choose our consciousness? What is the relation between micro and macro consciousness? How do we expand, develop, and apply our consciousness for the maximum wellbeing and growth through education? The paper intends to go beyond the compartmentalized analysis of consciousness (e.g. biological, psychological, neurological etc.) by engaging a holistic metaphysical viewpoint as well as relational and dialectic approaches (Ames & Hall, 2003) Hegel, 1807, 1977; Laozi, 1999). It aims to connect theory, learning, and living together with nature and universe beyond the limitation of time and space. 相似文献
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Self-determination theory has emerged as one of the most important theoretical frameworks to explain motivation in the context of physical education within school systems. The authors propose a new circular, longitudinal, feedback model to complement Vallerand’s (1997) hierarchical model. To test this new approach, Epstein’s TARGET strategies (Epstein, 1988) were applied to 207 secondary education students. Moreover, the satisfaction of the basic psychological need for competence (C), intrinsic motivation (IM), and effort (E) were measured at nine time points (C1 → IM2 → E3 → C4 → IM5 → E6 → C7 → IM8 → E9). Structural equation modeling showed that the proposed model provided a satisfactory fit of the data, Satorra-Bentler χ2(22) = 36.31, p = .028, robust comparative fit index = .985, robust root mean square error of approximation = .056 (90% CI [.019, .088]), standardized root mean square residual = .039, power = 1.00. It was also observed that all variables increased progressively, suggesting interplay among them. This shows a concurrent causal relationship among these variables that produces a synergistic effect. 相似文献
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Teomara Rutherford Allison S. Liu Arena S. Lam Katerina Schenke 《Journal of Research on Technology in Education》2020,52(1):79-94
AbstractSelf-beliefs are important determinants of student choice and success (Wigfield & Eccles, 2000) and are informed by student educational experiences, such as prior success with a task (Bandura, 1986). The potential for Computer-Based Interventions as self-belief-supporting learning environments is examined in this study, focusing on the mathematics software, Spatial Temporal (ST) Math. ST Math includes elements theorized to support student self-beliefs, including informative feedback and a self-pacing structure. Using a randomized control trial, we find that students who play ST Math have higher mathematics self-beliefs than their control counterparts, and that ST Math operates through self-beliefs to positively influence achievement. ST Math’s impact on student self-beliefs is strongest for those students who had lower mathematics achievement scores. 相似文献
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Online learning is growing in popularity among students (Allen &; Seaman, 2015. Grade level: Tracking online education in the United States. Newburyport, MA: Sloan Consortium), and online course opportunities seem to be increasing. Thus, it is important to examine classroom management behaviors such as power and its impact on motivation to study and student learning outcomes. The purpose of this study is to partially replicate Richmond’s (1990) work in the online learning context. Based on the findings, practical implications are presented for online instructors. 相似文献
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Pilvi I. Peura Helena J. K. Viholainen Tuija I. Aro Eija M. Räikkönen Ellen L. Usher Riikka M. A. Sorvo 《Journal of Experimental Education》2019,87(3):496-516
We investigated the specificity of reading self-efficacy among second- to fifth-grade children in Finland (N?=?1,327). Bandura (1997) theorized that efficacy beliefs can be assessed at different levels of specificity; however, empirical support for this view is scarce among young children. Efficacy beliefs targeting reading-related activities were assessed at three specificity levels (general, intermediate, and specific). Confirmatory factor analysis revealed that these specificity levels are separable, but correlated, and the structure was invariant across gender and grade level. Self-efficacy factors were positively associated with reading fluency, but the strength of these associations varied according to specificity level. Findings suggest that reading self-efficacy in primary grades can and should be assessed at different specificity levels according to research aims. 相似文献
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Defining what it means to be an “effective teacher” is a difficult, but necessary, undertaking, as research reveals a correlation between teacher qualities and student success (Buchel and Edwards 2005; Darling-Hammond 2000; Lupascu, Pânisoa, and Pânisoar 2014; Stronge 2007). The literature on this topic clearly demonstrates that there is no consensus on exactly what traits and characteristics truly define an effective teacher. Given this lack of agreement, the question for teacher educators becomes how do we prepare teacher candidates to be effective in the classroom when researchers, policymakers, and administrators can’t agree on the traits that encompass what the system has come to deem an “effective” teacher?Throughout this article, we share our findings from an exploratory case study of National Teachers of the Year. Through an analysis of personal teacher of the year narratives and nomination letters, we learned that even in the ever-changing world of education, specific characteristics and philosophies which support and exemplify outstanding teaching have remained constant over the years. Award winning educators agree that teacher effectiveness is realized only through the intersection of curriculum, relationships, collaboration, engagement, and a commitment to further one’s learning. In this article, we offer insight into each of these ideological constants and discuss the implications they have for today’s teacher education programs. 相似文献
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Kay Shattuck 《The American journal of distance education》2020,34(3):254-257
ABSTRACT Perhaps now, as I write in the pandemic confusion of education, there is renewed, or shall I say, long overdue interest in exploring leadership and policy topics in distance education. Thus, it is our pleasure to interview Dr. Michael Beaudoin. Dr. Beaudoin has authored 130 publications and presentations, including three books – one winning the prestigious Wedemeyer Award, as well as continuing to contribute articles and chapters, such as the chapter on institutional leadership (Beaudon, 2019) in the 4th edition of the Handbook on Distance Education. 相似文献
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Hui Yu 《Educational Philosophy and Theory》2020,52(12):1277-1289
AbstractHighlighting the fluid nature of habitus/capital, this paper critiques a ‘rucksack approach’ (Erel, 2010) in the Bourdieusian studies of Chinese migrants’ cultural reproduction and social inclusion, which takes a determinism and fatalism standpoint and neglects the re-structuring of the migrant habitus and cultural capital over generations. Semi-structured interviews were conducted in Beijing and Shanghai with 62 teachers, rural migrants and local parents and students. This paper conceptualises an urban field of cultural reproduction, which is marked by the reproduction and validation of urban-specific cultural configurations, including knowledge, skill, language, aesthetic/taste, value and lifestyle. In this field, migrant children have experienced re-structuring of habitus and accumulation of new forms of cultural capital. This is illustrated by their manner of speaking, ways of behaving, self-presentation, and their appreciation of extra-curricular hobbies. A well-integrated relationship between migrant and local children can be identified, which contributes to the production of a generation of ‘new urban citizens’, yet in the meantime reproduces the migrant families’ class status as low-skilled labourers. 相似文献
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Sifu HUANG Xuefeng BAI Taiyong FANG Yanta GUO Kainan ZHENG Xiahong LIN 《Journal of Zhejiang University. Science. B》2021,22(2):156
With the improvement of people's living standards, gastrointestinal adverse reactions caused by various adverse factors have attracted more and more people's attention. A recent study has indicated that coronavirus disease 2019(COVID-19) could also invade the gastrointestinal tract, leading to gastrointestinal adverse reactions(Song et al., 2020). In recent years, immunotherapy has provided certain effects for some patients with advanced malignant tumors. 相似文献
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Katharine Pace Miles Mark D. Lauterbach Dana M. Murano Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?.001) and significant change in proportion of students attaining grade-level reading status pre- and postintervention (ps?.001; d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?.05). Findings indicate Reading Rescue continues to be highly effective, even while expanding substantially as a program since Ehri et al.’s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. 相似文献
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Kristy Forrest 《Educational Philosophy and Theory》2020,52(4):337-347
AbstractThe student as consumer has emerged as a common motif and point of contestation in educational philosophy over the past two decades, as part of the critique of the neoliberal educational reform agenda that followed Lyotard’s (1984) mapping of the postmodern condition. In addition, the consumer-orientated student has assumed a problematic presence in secondary-school classrooms and higher education institutions, a fact that has led to the general lament for the dehumanisation of education under a market logic. Expanding upon these narratives of ‘loss’, Bernard Stiegler’s account of the student as consumer builds upon the Lyotardian view to reveal the neurological, generational and psychical implications of what he terms the ‘battle for intelligence’, which is a result of the proletarianisation of knowledge via the imposition of marketing technologies on the psyche of the youth. This leads not only to a consumer mind-set co-opting education, but a process of ‘short-circuiting’ disrupting the educative process itself. This article will consider Stiegler’s apocalyptic vision of youth malaise in comparison to the previous notion of students as consumers in the classical and Marxist narratives he revises. It will then outline the new challenges this poses to contemporary educators, as well as the possibility of translating his utopian call to action to pedagogical practice, both of which constitute the 'problem of now'. 相似文献