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161.
Sarah M. Greenberger John T. Finnell Bernard P. Chang Nidhi Garg Shawn M. Quinn Steven Bird Deborah B. Diercks Christopher I. Doty Fiona E. Gallahue Maria E. Moreira Megan L. Ranney Loren Rives Chad S. Kessler Bruce Lo Gillian Schmitz 《AEM Education and Training》2020,4(3):244-253
The Accreditation Council for Graduate Medical Education (ACGME), which regulates residency and fellowship training in the United States, recently revised the minimum standards for all training programs. These standards are codified and published as the Common Program Requirements. Recent specific revisions, particularly removing the requirement ensuring protected time for core faculty, are poised to have a substantial impact on emergency medicine training programs. A group of representatives and relevant stakeholders from national emergency medicine (EM) organizations was convened to assess the potential effects of these changes on core faculty and the training of emergency physicians. We reviewed the literature and results of surveys conducted by EM organizations to examine the role of core faculty protected time. Faculty nonclinical activities contribute greatly to the academic missions of EM training programs. Protected time and reduced clinical hours allow core faculty to engage in education and research, which are two of the three core pillars of academic EM. Loss of core faculty protected time is expected to have detrimental impacts on training programs and on EM generally. We provide consensus recommendations regarding EM core faculty clinical work hour limitations to maintain protected time for educational activities and scholarship and preserve the quality of academic EM. 相似文献
162.
163.
Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. 相似文献
164.
This article describes the development and validation of the Inventory of Teaching and Learning (ITAL) as a new measure of teacher perceptions of science and mathematics learning environments. The ITAL was initially developed and administered in 2004 and has subsequently been revised annually. The ITAL is administered using a confidential web-based procedure to large samples of K–12 teachers in Georgia as part of an external evaluation of an NSF-funded effort to improve K–16 science and mathematics education. Results of extensive Principal Components Analyses of the 2006 and 2007 ITAL databases are reported to support the replicated measurement structure of this new measure. Alpha reliabilities for three ITAL dimensions of teaching and learning for the 2007 ITAL administration with a sample of 3,012 teachers were: 0.95 for Inquiry-Based, 0.90 for Standards-Based and 0.85 for Traditional. Implications of the research findings for future research and evaluation studies involving teacher perceptions of science and mathematics and other learning environments are described. 相似文献
165.
Bullying and victimisation remains a pervasive problem within the nation’s schools. International research has indicated that students who are enrolled in special education curricula are victimised and perpetrate more bullying than their general education peers. Few empirical studies have examined bullying and victimisation rates among American schoolchildren within special education programmes. The current study examined rates of bullying and fighting perpetration and victimisation among middle‐school students (n = 7331) and high‐school students (n = 14,315) enrolled in general education and special education programmes. As hypothesised, students in special education reported greater rates of bullying and fighting perpetration, and victimisation than general education students. Students who were in self‐contained classrooms reported more perpetration and victimisation than those in inclusive settings. Fighting perpetration was similar for younger and older students in special education settings, whereas fighting perpetration was lower for older students, versus younger students, in general education. 相似文献
166.
The authors interviewed two dozen educators at several institutions to better understand how data from the National Survey of Student Engagement were (or were not) being used. Their results offer guidance to those with dusty data binders on their shelves. 相似文献
167.
168.
Susan A. Yoon Emma Anderson Jessica Koehler-Yom Chad Evans Miyoung Park Josh Sheldon Ilana Schoenfeld Daniel Wendel Hal Scheintaub Eric Klopfer 《Instructional Science》2017,45(1):99-121
The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports. 相似文献
169.
Chad W. Buckendahl Russell W. Smith James C. Impara Barbara S. Plake 《Journal of Educational Measurement》2002,39(3):253-263
This article presents a comparison of simplified variations on two prevalent methods, Angoff and Bookmark, for setting cut scores on educational assessments. The comparison is presented through an application with a Grade 7 Mathematics Assessment in a midwestem school district. Training and operational methods and procedures for each method are described in detail along with comparative results for the application. An alternative item ordering strategy for the Bookmark method that may increase its usability is also introduced. Although the Angoff method is more widely used, the Bookmark method has some promising features, specifically in educational settings. Teachers are able to focus on the expected performance of the barely proficient student without the additional challenge of estimating absolute item dificulty. 相似文献
170.
The growth of the secondary ticket market has given sport managers a new way to understand consumer demand for tickets. In the secondary market, transaction prices and the number of transactions are highly variable and respond directly to consumer preferences, making it ripe for exploration. Using secondary market data for the NFL provided by a secondary market firm, the purpose of the current study is to understand a variety of traditional sport economics issues such as demand, consumer surplus, and pricing (in)efficiency. Results show that secondary market prices, instead of number of transactions, respond to the factors commonly associated with consumer demand. Further, the data indicate that teams may be able to sell 20,000 additional seats for each game. However, given that teams cannot easily add this number of seats (and may not want to given the NFL's blackout rule), there is approximately $260,000 in consumer surplus per game that is captured by resellers. 相似文献