The Impact of Three-Dimensional Printed Anatomical Models on First-Year Student Engagement in a Block Mode Delivery

Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content-heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time-on-task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three-dimensional printed upper limb skeleton models. A two-part mixed-method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses.     

Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades

Abstract

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.     

Concordance of mothers' and fathers' ratings of children's behavior

Behavior rating scales and checklists are frequently used in the assessment of children and adolescents. These instruments are often completed by parents. There is little in the literature comparing mothers' and fathers' responses to such scales. Results of the present study indicate that mothers and fathers often differ in their perceptions of the behavior of their children. The need for separate norming by parent seems to be indicated.     

Global health social technologies: Reflections on evolving theories and landscapes

This paper has two core purposes. First, building on Nelson and Sampat's work, we outline the social technology conceptual framework and explain why we favour using it to explore two global health initiatives. Second, we discuss the evolution of those initiatives through the lens of the interaction between social technologies, physical technologies and general institutions. Thus we reflect both on evolving conceptual landscapes on the one hand and organisational and institutional terrains on the other.The first section of the paper presents an intellectual journey and outlines our understanding and adoption of the social technology conceptual framework. This framework we argue has a number of advantages over alternative theoretical approaches and perspectives. The second section describes the context in which product development partnerships (PDPs), a type of global health initiative based on a public–private partnership (PPP), have arisen. The third section develops case studies of the International AIDS Vaccine Initiative (IAVI) and the Malaria Vaccines Initiative (MVI) as social technology experiments and looks at the complex dynamics between organisation, management, scientific and R&D success and general institutional environments. We look at these social technologies as having ‘integrator’ and ‘broker’ roles; classifications which we argue are useful in analysing the different roles taken on by these PDPs. In the conclusion we reflect on the useful ways in which the concept of social technologies can shed light on complex and networked initiatives.     

Facework in Syria and the United States: A cross-cultural comparison

“The first rule when communicating with people from the Arab world is not to let them lose face” said J. Al-Omari. Face or one's social identity is cultural. A face threat is a situation which threatens to create a loss of face. When experiencing face-threats people guard their face with facework – behavioral actions enacted to protect one's face. Since facework varies across cultures, this study analyzed how cultural collectivism, power distance, masculinity, and uncertainty avoidance influence direct, indirect, competitive, cooperative, hostile, and ritualistic facework in Syria and the United States, employing a MANCOVA design with gender as the covariate. Significant findings (n = 336) showed that: (a) US Americans reported using more direct, competitive, and hostile facework strategies than Syrians while (b) Syrians reported using more indirect, cooperative and ritualistic facework strategies than US Americans (c) US American facework strategies corresponded to individualistic, weak power distance, masculine, and low uncertainty avoidance cultural dimensions while Syrian facework corresponded to collectivistic, high-power distance, moderately masculine, and high uncertainty avoidance and (d) VSM 94 results showed Syria to be more individualistic than Hofstede's original rankings.     

Estimated maturity status and perceptions of adult autonomy support in youth soccer players

In this study, we examined the relations between biological maturity status, body mass index, age, and perceptions of adult autonomy support in the context of youth soccer. A total of 70 female and 43 male soccer players, aged 9 - 15 years, completed three adult-specific versions (i.e. mother, father, coach) of the perceived autonomy support subscale from the Interpersonal Style Scale. The participants' percent predicted adult stature was used as an estimate of biological maturity status. Multiple linear regression analyses revealed that advanced maturity status in male players predicted lower perceptions of autonomy support from the coach. Maturity status was unrelated to perceptions of autonomy support from the coach in female soccer players, and paternal and maternal autonomy support in male and female players. Age and body mass index were unrelated to perceptions of adult (i.e. coach, mother, father) autonomy support in male and female players.     

Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’

Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified.     

Validation of the Early Childhood Teacher Experiences Scale in Head Start

To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social-emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three-factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher-reported self-efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher-reported self-efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self-efficacy and school support were associated with lower behavior problems and higher social-emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed.