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Laura D. Bauler Kate M. Lesciotto Wendy Lackey-Cornelison 《Anatomical sciences education》2022,15(2):221-232
Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education. 相似文献
33.
Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献
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Commentary: Studying and Testing the Positive Youth Development Model: A Tale of Two Approaches
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Richard M. Lerner 《Child development》2017,88(4):1183-1185
Interest in promoting positive development among children and adolescents has always been a focus of developmental science. Historically, many researchers framed this interest using a deficit model that sought to optimize positive development by reducing problems. In the context of the articles in this special section, the author discuss a different conception of positive youth development that has emerged across the past 25 years, one that capitalizes on human plasticity and tests a strength‐based model (instead of a deficit one). This model seeks to identify the process that could enhance the attributes of young people that are valued by them and others (e.g., parents, peers, teachers, mentors, coaches, and faith leaders), as compared to processes that reduce or prevent undesirable characteristics. 相似文献
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Femmie Juffer Jesús Palacios Lucy Le Mare Edmund J. S. Sonuga‐Barke Wendy Tieman Marian J. Bakermans‐Kranenburg Panayiota Vorria Marinus H. van IJzendoorn Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61
This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored. 相似文献
39.
Student perceptions of the information professions and their master's program in information studies
Joan M. Cherry Wendy M. Duff Nalini Singh Luanne Freund 《Library & information science research》2011,33(2):120-131
Library and information (LIS) education is undergoing a major transformation. During this time of change, there is a pressing need for data from all stakeholder groups to support strategic decisions within individual schools and across the discipline as a whole; students are a key stakeholder group. This paper reports on a 4-year study of master's students enrolled in an institution undergoing a transition toward an iSchool. The self-administered questionnaire was distributed to students enrolled in the Master of Information Studies program at the University of Toronto eight times: to incoming students in the fall term for 4 years, and to the entire student body in the spring term of those same years. The data collected from approximately 1000 questionnaires indicate that students arrive excited about the information professions and optimistic about employment opportunities. As they progress through the program, however, many are not satisfied with professional aspects of their program. They want courses that prepare them for their first professional position, and opportunities to gain experience, which they believe will increase their employability. The data from the 4-year period revealed fluctuations over the years, which indicates the value of examining longitudinal data. 相似文献
40.
Wendy C. Budin 《The Journal of perinatal education》2014,23(2):59-61
In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth. 相似文献