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941.
Davis Robert O. Wan Li Li Vincent Joseph Lee Yong Jik 《Educational technology research and development : ETR & D》2021,69(5):2331-2352
Educational technology research and development - Educators use various strategies to increase listening comprehension for nonnative English speakers in the classroom and multimedia environments.... 相似文献
942.
For many years art, anatomy and medicine have shared a close relationship, as demonstrated by Leonardo da Vinci's anatomical drawings and Andreas Vesalius' groundbreaking illustrated anatomical textbook from the 16th century. However, in the modern day, can art truly play an important role in medical education? Studies have suggested that art can be utilized to teach observational skills in medical students, a skill that is integral to patient examination but seldom taught directly within medical curricula. This article is a subjective survey that evaluates a student selected component (SSC) that explored the uses of art in medicine and investigates student perception on the relationship between the two. It also investigates whether these medical students believe that art can play a role in medical education, and more specifically whether analyzing art can play a role in developing observational skills in clinicians. An “Art in Medicine” 8‐week course was delivered to first year medical students at Brighton and Sussex Medical School. The use of art to improve observational skills was a core theme throughout. Feedback from the students suggests that they believe a strong association between art and medicine exists. It also showed a strong perception that art could play a role in medical education, and more specifically through analyzing art to positively develop clinical observational skills. The results of this subjective study, together with those from research from elsewhere, suggest that an art‐based approach to teaching observational skills may be worth serious consideration for inclusion in medical and other healthcare curricula. Anat Sci Educ 7: 370–378. © 2014 American Association of Anatomists. 相似文献
943.
Hesborn O. Wao 《Educational Assessment, Evaluation and Accountability》2010,22(3):227-247
Secondary data on 1,028 graduate students nested within 24 programs and admitted into either a Ph. D. or Ed. D. program between
1990 and 2006 at an American public university were used to illustrate the benefits of employing multilevel discrete-time
hazard analysis in understanding the timing of doctorate completion in Education and the factors related to this timing. While
no single factor was found that explains conclusively the timing of doctorate completion, this analytic technique, which takes
into account the clustering of students within programs and includes information about students who do not graduate by the
end of the observation period (censored cases), revealed that the median time-to-doctorate was 5.8 years, with the fifth and
seventh years as periods students were most likely to complete the doctorate. A student’s master’s GPA at admission, the proportion
of female students in the program, and the mean GRE quantitative score in the program were each positively associated with
the odds of doctorate award whereas the size of the department housing the program had a negative association. Implications
for research and practice are discussed. 相似文献
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Marlene Sotelo‐Dynega Samuel O. Ortiz Dawn P. Flanagan William F. Chaplin 《Psychology in the schools》2013,50(8):781-797
In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock‐Johnson Tests of Cognitive Abilities‐Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty‐one second‐grade students, identified as Limited English Proficient, were recruited from a suburban public school district and were given the WJ III in addition to their annual state standardized assessment of ELP. The findings of this study provide evidence to support a linear, inverse relationship between ELP and performance on tests that require higher levels of English language development and mainstream cultural knowledge. The implications of the findings of the present study suggest that practitioners must consider an examinee's level of developmental language proficiency and cultural knowledge acquisition as continuous variables when determining the impact of such factors on test performance and evaluation regarding whether scores obtained from tests administered in English are indeed valid for interpretation. 相似文献