Googling in anatomy education: Can google trends inform educators of national online search patterns of anatomical syllabi?

The role of e‐learning platforms in anatomy education continues to expand as self‐directed learning is promoted in higher education. Although a wide range of e‐learning resources are available, determining student use of non‐academic internet resources requires novel approaches. One such approach that may be useful is the Google Trends^© web application. To determine the feasibility of Google Trends to gain insights into anatomy‐related online searches, Google Trends data from the United States from January 2010 to December 2015 were analyzed. Data collected were based on the recurrence of keywords related to head and neck anatomy generated from the American Association of Clinical Anatomists and the Anatomical Society suggested anatomy syllabi. Relative search volume (RSV) data were analyzed for seasonal periodicity and their overall temporal trends. Following exclusions due to insufficient search volume data, 29 out of 36 search terms were analyzed. Significant seasonal patterns occurred in 23 search terms. Thirty‐nine seasonal peaks were identified, mainly in October and April, coinciding with teaching periods in anatomy curricula. A positive correlation of RSV with time over the 6‐year study period occurred in 25 out of 29 search terms. These data demonstrate how Google Trends may offer insights into the nature and timing of online search patterns of anatomical syllabi and may potentially inform the development and timing of targeted online supports to ensure that students of anatomy have the opportunity to engage with online content that is both accurate and fit for purpose. Anat Sci Educ 10: 152–159. © 2016 American Association of Anatomists.     

Fact or Artefact? The ‘Educational Under achievement’ of Black Pupils

In the developing debate about the aims and nature of multiracial education in the UK, the substantive issue about the educational performance of ethnic minority pupils figures prominently. This article challenges many of the conventional wisdoms about the differential performance of White, Asian and Afro‐Caribbean pupils; firstly by looking at the way in which the notion of ‘underachievement’ has been conceptualised in both research studies and reviews of literature. Secondly, by examining critically the ways in which the ‘evidence’ for black underachievement has been generated and presented.

It is concluded that a neglect of certain methodological and conceptual issues in this area has not only led to impoverished analyses but also to the perpetuation of stereotyped images of the intellectual potential of black and Asian pupils.     

Influence of the natural setting on environmental education outcomes

Abstract

Environmental education (EE) typically occurs in natural settings, which research suggests may enhance learning outcomes. Although field trips are commonly used to teach EE, few studies have isolated the influence of different setting characteristics for enhancing participant outcomes during an EE field trip. According to the literature, certain attributes of the natural setting, including novelty, beauty, and naturalness, as well as how the setting is used such as through place-based education, immersion, and time spent inside vs. outside, are thought to positively impact people’s experiences with nature. In this study, we collected data from 334 EE field trip programs for 5-8^th grade students to investigate the influence of these natural setting characteristics on positive learning outcomes. Results suggest that the naturalness and novelty of the setting, the use of place-based education, and spending more time outside vs. inside all positively correlated with more positive student outcomes. The implications of the results for environmental educators are discussed.     

Parent and student perceptions of classroom learning environment and its association with student outcomes

This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students.     

Psychological distress and help seeking amongst higher education students: findings from a mixed method study of undergraduate nursing/midwifery and teacher education students in Ireland

Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all students (n?=?1557) registered on undergraduate nursing/midwifery and teacher education programmes at an Irish university. Participants (n?=?1112) completed the General Health Questionnaire (GHQ) to determine their self-reported psychological distress and the Lifestyle Behaviour Questionnaire to examine sources of distress, lifestyle and demographic variables. Individual interviews (n?=?59) explored student experiences of psychological distress and their help-seeking behaviours. Forty two percent of respondents exceeded the GHQ threshold ≥5, which signifies risk of mental or physical health problems. Sources of distress included academic, financial and psychosocial stressors. Regression analysis identified that demographic, programmatic and lifestyle variables predicted GHQ scores. Despite the distress experienced, students were reluctant users of support services. Many actively avoided seeking help. These findings raise serious concerns about the extent of psychological distress among this population. They also alert education providers to be vigilant for student psychological distress and to provide effective interventions, cognisant of the impact of stigma on help seeking.     

Career Decision-Making Self-Efficacy and Career Commitment: Gender and Ethnic Differences Among College Students

This study evaluated the Career Decision-Making Self-Efficacy Scale—Short Form (CDMSE-SF; Betz, Klein, & Taylor, 1996) using the Career Commitment Scale (CCS; Farmer, 1985) as a criterion measure. Responses from 165 undergraduates in a Southern university revealed high internal consistency for the CDMSE-SF, and moderate correlation between the CDMSE-SF and CCS. However, no gender or ethnic differences were found in this correlation. Females scored higher than males on the CCS. Blacks scored higher than Whites on both measures. Implications for practice and research are discussed.     

A Study of Computer-Assisted Learning Environments in Singapore

The present study filled some gaps in past learning environment research in that, first, it involved the development of a new instrument tailor-made specifically for use in computer-assisted learning (CAL) classrooms and, second, it provided one of the rare examples of an evaluation of computer-assisted learning based on its impact on the nature of a classroom learning environment as perceived by students. In addition, the research was conducted in the unique milieu of the Singapore school system, and it investigated associations between students' outcomes and the classroom environment in computer-assisted learning settings.     

Beyond Beliefs: Parent and Child Behaviors and Children''s Perceived Academic Competence

Examined the relations of parent and child behaviors with children's perceptions of their academic competence. 74 high-achieving third-grade children, with varying levels of perceived academic competence, were observed working with mothers and fathers both on solvable tasks (Period 1) and during a period that included some unsolvable tasks (Period 2). Results indicated that children's perceived academic competence was positively related to father warmth, both at Period 1 and at Period 2. Children's perceived academic competence was also positively related to their own behavior when working with fathers at Period 2. Specifically, children with higher perceived academic competence showed more emotional restraint and were more self-reliant when working on tasks at Period 2 than were children with lower perceived academic competence. The results indicate that there are systematic, observable correlates of children's self-reports of their perceived academic competence.     

The Effects of Maternal Alcohol Consumption and Cigarette Smoking during Pregnancy on Acoustic Cry Analysis

During the last trimester of pregnancy, 127 primiparous Irish mothers were interviewed to ascertain their history of alcohol and tobacco use. Confounding effects due to other drugs were not a factor in this sample. Mothers consumed an average of .21 ounces absolute alcohol (AA) per day, with 62% classified as moderate drinkers, 10.6% as heavy drinkers, and 26% as nondrinkers. Neurobehavioral status was measured using acoustic characteristics of the infant's cry, collected on the third day of life. Multiple regression analysis showed that more ounces AA per day was related to more dysphonation and higher first formant, while more cigarette smoking was related to higher pitch, higher second formant, and more variability in the second formant. Analysis of variance comparisons of these 3 alcohol groups demonstrated significant cry effects on infants of heavy drinking mothers.