Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12–15 item ARS quiz assembled by six second‐year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first‐year DPT students in attendance. This study used a ten‐item questionnaire and a five‐point Likert scale in addition to three open ended questions to survey perceptions of both first‐year and second‐year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First‐year students overwhelmingly acknowledged the ARS system permitted each student to self‐assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first‐year students' level of understanding of anatomical concepts; and (2) effectively prepare first‐year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. Anat Sci Educ 2: 286–293, 2009. © 2009 American Association of Anatomists.     

Bridging professional teacher knowledge for science and literary integration via design-based research

We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus groups and researcher field notes elucidated: the value in establishing a collaborative foundation for professional discourse, the teacher participants developing nascent knowledge of curricular integration in science and literacy, and their apprehensions about using digital technology to support their professional development. Implications are presented for professional development facilitators and researchers using DBR as an innovative approach for teacher development.     

Structuring academic conflicts between majority and minority students: Hindrance or help to integration

The effects of two types of structured academic conflict, controversy and debate, were compared with individual study in a study on desegregation. Seventy-two sixth grade students were assigned to conditions on a stratified random basis controlling for sex, reading ability, and ethnic membership. In all three conditions students studied a controversial issue with materials representing both pro and con views. In the controversy condition each learning group was divided into two pairs representing the pro and con sides. In the debate condition each member of a learning group was assigned a pro or con position to represent in a debate with the other three members. In the individualistic condition subjects were told to learn the material without interacting with other students and each student was given all the pro and con materials. The results indicate that controversy promotes the most cross-ethnic verbal rehearsal and exchange of the assigned material, the most concern that all students master the assigned material, the most active search for more information about the topic being studied, the most reevaluation of one's position and incorporation of opponents' arguments, the most liking for the subject matter and the instructional experience, the highest self-esteem, and the most accepting and supportive relationships among minority and majority students. The debate condition generated higher levels of these dependent variables than did individualistic study.     

Predictive Relationships between Web and Human Resource Use and Middle School Students’ Interest in Science Careers: An Exploratory Analysis

This study investigated relationships among the use of web and human resource during science class and science career interest. Results suggested that levels of science career interest could be predicted based on classroom use of web and human resources. Regular use of human resources was predictive of science career interests for boys and girls. Use of web resources was only predictive of girls interests, on average, 7 points higher on a 36-point scale than girls who did not use web resources. Girls who used both resources scored 16 points higher than girls who used neither. Two other predictor variables found included (1) teachers who lacked science background and used web resources regularly and (2) level of student-centered instructional strategies used in the classroom. Further research is suggested.     

Subgrouping poor readers on the basis of individual differences in reading-related abilities

The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identified, poor readers could be classified into four subgroups that differed significantly in reading-related abilities. Further analyses showed that poor readers' strengths and weaknesses in listening comprehension, and to a lesser extent in word recognition, were foreshadowed by their abilities on related kindergarten measures. Follow-up testing in the fourth grade indicated that poor readers' individual differences in word recognition and listening comprehension were consistent and that subgroups were moderately stable. The implications of these results for the assessment and remediation of reading disabilities are discussed.     

Using Formative & Summative Assessment to Evaluate Library Instruction in an Online First Year Writing Course

Ensuring quality library instruction in an online-exclusive First Year Writing (FYW) course is important and challenging. Assessing what the students learned and how is equally important. The authors collaborate and co-teach the information literacy portion of an online-exclusive second semester FYW course at the University of Tennessee at Chattanooga. To teach information literacy skills, the authors developed tutorial videos, worksheets, and a Librarian AMA (Ask Me Anything) discussion forum for the students. The authors completed formative and summative assessments to measure the efficacy of the activities. This article explores their assessment, findings, and recommendations.     

COMS Day as a communication senior capstone team project

Courses: Senior Seminar

Objectives: (1) To provide graduating students a semester-long capstone experience where they can apply communication theories/skills in a professional context. (2) To create a capstone project that contributes to programmatic assessment.     

Technology in the Home and the Achievement of Young Children: Findings From the Early Childhood Longitudinal Study

Because technology in the home is becoming ever more available, understanding the role of technology in early childhood development is increasingly an opportunity and a concern for educators. This report examines data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, to provide an overview of the role of technology in the home and its impact on reading and math achievement in the early grades. The results show that access and use of technology influence children's academic achievement. Although the results show that having access to technology can contribute significantly to the achievement of young children, mere access is unlikely to be sufficient for all young children to benefit from technology in the home. Adults will need to mediate the use of these potential learning tools for children. Based on the findings of this report, policymakers should support increasing the availability of computers for low-income families and continue to discourage extensive viewing of TV, and researchers should focus on the specific methods that parents can enact to realize the learning potential of an increasingly ubiquitous resource: computers and the Internet in the home.