Teachers' and At‐Risk Students' Stimulated Recall of Instruction

Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.     

The Effects of a Functional Three-dimensional (3D) Printed Knee Joint Simulator in Improving Anatomical Spatial Knowledge

In recent decades, three-dimensional (3D) printing as an emerging technology, has been utilized for imparting human anatomy knowledge. However, most 3D printed models are rigid anatomical replicas that are unable to represent dynamic spatial relationships between different anatomical structures. In this study, the data obtained from a computed tomography (CT) scan of a normal knee joint were used to design and fabricate a functional knee joint simulator for anatomical education. Utility of the 3D printed simulator was evaluated in comparison with traditional didactic learning in first-year medical students (n = 35), so as to understand how the functional 3D simulator could assist in their learning of human anatomy. The outcome measure was a quiz comprising 11 multiple choice questions based on locking and unlocking of the knee joint. Students in the simulation group (mean score = 85.03%, ±SD 10.13%) performed significantly better than those in the didactic learning group, P < 0.05 (mean score = 70.71%, ±SD 15.13%), which was substantiated by large effect size, as shown by a Cohen’s d value of 1.14. In terms of learning outcome, female students who used 3D printed simulators as learning aids achieved greater improvement in their quiz scores as compared to male students in the same group. However, after correcting for the modality of instruction, the sex of the students did not have a significant influence on the learning outcome. This randomized study has demonstrated that the 3D printed simulator is beneficial for anatomical education and can help in enriching students’ learning experience.     

Risk factors and context of men who physically abuse in Bogotá, Colombia

OBJECTIVES: The aim of this study was to identify risk factors for physical abuse caused by male perpetrators, as well as to describe the context of abuse and the role of the female partner in these cases in Bogotá, Colombia. METHODS: Information from in-depth interviews of males reported to authorities for physical child abuse and their female partners (n = 45) was quantitatively and qualitatively analyzed and compared to to males and their female partners from the same neighborhood living with a child of the same gender and age (+/-3 years) as the abused child (n = 44). RESULTS: Situations of abuse occurred more often on a weekday, in the afternoon or early evening hours, with the mother present, exceptionally involved substance abuse, and tended to be repetitive. Male subjects' lower level of education, stepfather status, perceived stress, substance abuse and mental illness, lack of social support, history of childhood physical abuse, negative perceptions, attributions and unrealistic expectations of the child's behavior were associated with abuse. Cases' female partners were more likely to have a lower occupational level, a higher frequency of dependent personality, a history of childhood physical and sexual abuse and be herself physically and emotionally abused by her spouse. At least three scenarios for abuse emerged from the analyses: "explosive" men, "abusive disciplinarians," and "children out of parental control." CONCLUSIONS: Most of the findings are consistent with existing research despite the different social and cultural context. The different scenarios suggest the need to tailor preventive and rehabilitative interventions for abusers.     

Development and validation of a modified Turkish version of the Teacher Constructivist Learning Environment Survey (TCLES)

The Constructivist Learning Environment Survey is an instrument used for assessing students’ and teachers’ perceptions of their learning environments. The Teacher Constructivist Learning Environment Survey (TCLES) was created to better enable teachers and researchers to determine teachers’ perception of their use of constructivist approaches in their classrooms. This article reports the development and validation of a modified Turkish version of the TCLES with 449 teachers chosen randomly from primary schools in Turkey. The validity of the TCLES was investigated by means of explanatory and the confirmatory factor analyses, whereas the Cronbach alpha coefficient was used to assess the internal consistency of the scales. The factor analyses were carried out to check the factor structure of the Turkish adaptation of TCLES. The factor analysis revealed that the Turkish adaptation of the original survey consisted of 30 items with the same six-scale structure as the original survey.     

The effect of the attachment styles and self-efficacy of adolescents preparing for university entrance tests in Turkey on predicting test anxiety

The purpose of this study was to determine the effect of attachment styles and self-efficacy of adolescents preparing for university entrance exams in Turkey on predicting test anxieties. The study group consisted of 884 final-year high school students (423 female and 461 male) attending different types of high school, preparing for university entrance exams and aged between 16 and 19. Participants were administered the Relationship Scales Questionnaire, the Self-Efficacy Scale and the Test Anxiety Inventory in groups in a classroom environment for data collection. Results showed that test anxiety is significantly correlated with self-efficacy and attachment styles. Dismissing, fearful and secure attachment styles and self-efficacy have the potential to predict test anxiety. In addition, the variable of gender was determined as influencing factors in test anxiety.