Central auditory processing ability in children with ADHD with and without learning disabilities

A few studies have shown more central auditory processing deficits in children with attention-deficit/hyperactivity disorder (ADHD) than in nondisabled children. Because these studies failed to screen participants with ADHD for learning disabilities (LD), it is not clear whether these deficits are correlates of ADHD or LD or both. In the present study, the central auditory processing ability of children with ADHD, ADHD with LD, and no disabilities was examined. Results indicated lower central auditory processing ability, and significant correlations between reading and ADHD symptoms and reading and central auditory processing ability in the ADHD with LD group compared with the other two groups. These findings suggest that central auditory processing deficits are more likely to be associated with LD than ADHD.     

Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education

Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers.     

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists.     

Social interaction learning strategies,motivation, first-year students’ experiences and permanence in university studies*

Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students.     

Inquiry Science: The Gateway to English Language Proficiency

This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students’ English and science achievement was compared to a similar group of students who were using the district’s established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann–Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content.     

The body donation program at the Federal University of Health Sciences of Porto Alegre: A successful experience in Brazil

The use of dissection to study human anatomy is the foundation for educational excellence among future health professionals, as it offers an ideal opportunity to learn the body's morphology in three dimensions while also providing students with a more humanistic education. The shortage of bodies for dissection, combined with the Brazilian population's lack of knowledge concerning the possibility of voluntarily donating their own bodies, led to the creation of the Body Donation Programs for Education and Research in Anatomy at the Federal University of Health Sciences of Porto Alegre (UFCSPA). The program is based on three pillars: Informing the general public about the program, donor registration, and donation itself. Since the creation of the donor program in 2008, there has been an increase in both the number of donations made during donor's lifetime and the number of bodies received by the university. There has also been a shift in relation to the origin of these bodies, as before the creation of the program most bodies were unclaimed cadavers, while today most of the bodies are sourced from voluntary donations. The initial results regarding the public's acceptance of the possibility of making body donations have been encouraging, as shown by the annual growth in donor registrations. Consequently, the quality and quantity of the material available for educational purposes have greatly improved. Anat Sci Educ. © 2013 American Association of Anatomists.     

An Investigation of Student Response to a Potential Tuition Cap Increase at Casper College

Wyoming Community College Commission policy currently states any student enrolled for more than 12 credit hours will be charged tuition for only 12 credit hours. This policy is referred to as the tuition cap. In November 2010, the commission discussed increasing the tuition cap to 15 credits. An increase from 12 to 15 credits would have represented a 25% increase in tuition for students enrolled for 15 or more credits. Casper College president Dr. Walter Nolte commissioned a study to examine the impact such an increase would have on Casper College and its students. A survey instrument was designed to determine if students carrying more than 12 credit hours would reduce their enrollment credits and what sources of funding they would seek to defray the increased cost. Using a multistage sampling design, a sample of 67 Casper College course sections was selected to respond to the survey. The data were analyzed with logistic regression models, and the estimates were adjusted using sampling weights and a finite population correction. Analysis indicated that 42% of Casper College students would reduce their credit hours by an average of 3.3 credits. Approximately 58% of students would seek additional scholarships and 63% would seek increased work hours. The results of the study were presented to the Wyoming Community College Commission on October 28, 2011. In December 2011, the Commission announced a decision not to increase the tuition cap.     

EXPLORING TEACHERS’ KNOWLEDGE AND PERCEPTIONS ACROSS MATHEMATICS AND SCIENCE THROUGH CONTENT-RICH LEARNING EXPERIENCES IN A PROFESSIONAL DEVELOPMENT SETTING

This paper examines upper elementary and middle school teachers’ learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers’ learning experiences relative to content domain. This work was situated within a larger professional development (PD) program that had multiple, long-term components. Participants’ growth occurred in 4 primary areas: knowledge of content, perceptions of the discipline, perceptions about the learning of the discipline, and perceptions regarding how students learn content. Findings suggest that when embedded within an effective professional development context, content can be a critical vehicle through which change can be made in teachers’ understandings and perceptions of mathematics and science. When participants in our study were able to move beyond their internal conflicts and misunderstandings, they could expand their knowledge and perceptions of content and finally bridge to re-conceptualize how to teach that content. These findings further indicate that although teachers involved in both mathematics and science can benefit from similar overall PD structures, there are some unique challenges that need to be addressed for each particular discipline group. This study contributes to what we understand about teacher learning and change, as well as commonalities and differences between teachers’ learning of mathematics and science.     

A comparison of time-motion and technical–tactical variables between age groups of female judo matches

Abstract

The aim of the study was to verify differences between age groups of female judo matches in time-motion and technical–tactical analysis. The sample was composed of pre-cadet (13–14 years, n = 148), cadet (15–16 years, n = 228), junior (17–19 years, n = 104) and senior (>20 years, n = 237) groups. The time-motion indicators consisted of total combat time, standing combat time, displacement without contact, gripping time, total time of techniques, groundwork combat time and pause time, per match and by each combat/pause cycle. Technical and tactical variables were also collected. The one-way analysis of variance and a post hoc test were conducted, P ≤ 0.05. Cadets, with a median of 7 (2, 12), had a number of combat/pause cycles different from junior, with 3 (1, 8.5). Regarding time-motion per match and per cycle, senior had longer total combat time, standing combat time and gripping time than other groups. Senior presented lower frequency of leg techniques than pre-cadet, cadet and junior. Time-motion and technical–tactical variables effects in female judo athletes emphasise the difference between seniors and other groups.