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Selected AbstractsGoing Public: Teaching Students to Speak Out in Public ContextsENGLISH IN EDUCATION, Issue 2 2000Judith Baxter Abstract Many students find speaking in large group, whole class or ,public' contexts intimidating. Over the last 30 years, a model of collaborative talk in small groups has been favoured within English teaching in British education but, with the new generation of GCSE syllabuses, students are required to speak effectively to larger audiences. This article explores what constitutes an effective ,public' speaker at GCSE level, and suggests various teaching strategies as starting points. [source] Student perspectives and opinions on their experience at an undergraduate outreach dental teaching centre at Cardiff: a 5-year studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2010C. D. Lynch Abstract Aim:, Outreach teaching is now regarded as a desirable component of undergraduate dental teaching programmes in the UK. A purpose-built undergraduate dental outreach-training centre was opened in Cardiff in 2002. The aim of this paper is to report student perspectives and opinions on their experience at this unit over a 5-year period. Methods:, Final year dental students at Cardiff University were invited to report their comments on the St David's Primary Care Unit at various times during their placement there. Information was recorded for undergraduate students who commenced final year in 2003, 2004, 2005, 2006 and 2007 (n = 257). Results:, After 1 year, the most common favourable aspects reported by students included the availability of a suitably trained nurse for all procedures (n = 191), ready access to helpful/approachable teaching staff (n = 145), and closeness of learning experience to subsequent practice (n = 122). Many students commented on their growing confidence in their own abilities whilst in the unit. Conclusion:, Overwhelmingly, students reported their enthusiasm for training in an outreach teaching unit, preferring it to traditional dental school environments. Inherent in the comments recorded for each student was a sense of growing confidence in their abilities and development of reflective practice. Further work is needed to identify the impact of this form of dental student training on subsequent practices in Vocational Training and independent clinical careers. [source] Relationship between the curriculum system and the understanding of nutritional terms in elementary school childrenINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2002Yoko Suzuki Abstract To clarify the relation between the curriculum system and the understanding of nutrition terms, 944 students aged 8,12 years living in Japan, the USA and the UK, were asked about the recognition, medium for recognition, and understanding of nutrition terms. The effect of nutrition education from an early stage in elementary schools in the UK and the USA was confirmed. These results suggest the possibility of beginning nutrition education earlier in the elementary school in Japan. American students had paid attention to food labels. These results showed that a learning and teaching strategy founded on comprehensively based subjects in the USA had influenced good behaviour for dietary life. On the other hand, there was not a relationship between an understanding of nutrition terms and a developmental stage. Many students in three countries were influenced by television commercials to buy candy or soda. We think that it is important to develop a curriculum that includes practical learning and ensures hours of teaching for the purpose of acquirement of nutritional knowledge. It is also necessary to encourage critical thinking skills to evaluate television commercial messages through school lessons. [source] Dental hygiene students' part-time jobs in dental practices in the NetherlandsINTERNATIONAL JOURNAL OF DENTAL HYGIENE, Issue 2 2010JHG Poorterman To cite this article: Int J Dent Hygiene DOI: 10.1111/j.1601-5037.2009.00415.x Poorterman JHG, Dikkes BT, Brand HS. Dental hygiene students' part-time jobs in dental practices in the Netherlands. Abstract:, Objective:, Many students have paid employment while studying. In the Netherlands, the Individual Health Care Professions Act (IHCP Act) allows dental hygiene students to work under certain conditions in a dental practice. The aim of the study was to determine how many dental hygiene students have part-time job employment in dental practice and which professional tasks they carry out. We also asked the dental hygiene students their opinion of the IHCP Act. Methods:, All the enrolled dental hygiene students (n = 341) at a School of Health in the Netherlands received a questionnaire by email. Results:, The response was 52% (176 students). Of the responding students, 75% had paid employment in addition to their study. A proportion of the students (35%) worked in a dental practice. The median number of hours worked per week was eight. Study year, age and prior education were positively related to working part-time in dental practice. Activities frequently performed were giving oral hygiene instruction, fluoride applications, scaling and root planning, providing chair side assistance and giving local anaesthesia. Although the self-reported knowledge about the IHCP Act was high, almost half of the students expressed the need for more detailed legal information. Conclusions:, Many dental hygiene students work in a dental practice, taking over a number of tasks usually performed by the dentist. More information in the dental hygiene curriculum about the requirements of the IHCP Act seems desirable. [source] Factors Influencing Levels of Credit-Card Debt in College Students,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 5 2003Jill M. Norvilitis The current study examined the relationship between money attitudes, impulsivity, locus of control, life satisfaction, and stress and credit-card debt in 227 college students. Students reported an average credit-card debt of $ 1,518, with over 75% of students holding at least one credit card. Students with credit cards from on-campus solicitation had higher debt-to-income ratios than did those with credit cards from other sources. Personality variables were generally unrelated to level of debt, although they were related to attitudes toward money. Many students requested information about credit and debt, suggesting that knowledge of financial issues may be an important variable for future consideration. [source] High school students' literacy practices and identities, and the figured world of schoolJOURNAL OF RESEARCH IN READING, Issue 3 2001Wendy Luttrell Conventional wisdom holds that American teenagers do not read or write , that they are a media-driven group who prefer movies, television and playing video games. Ethnographic data gathered in the High School Literacy Project, a study of four North Carolina high schools, showed a far different picture of teenage literacy. This paper reports on partial findings of the larger study and argues that students use their literacy practices to form their identities within, and sometimes in opposition to, the figured worlds of school, work and family. Many students look to school to provide formal literacy experiences, but find their reading and writing passions at odds with the demands of the school curriculum. [source] Follow the patient: process and outcome evaluation of medical students' educational experiences accompanying outpatientsMEDICAL EDUCATION, Issue 2 2006Kei Mukohara Background, To instil patient-centred attitudes in medical students, several medical schools in Japan have recently started to offer educational experiences in which medical students accompany outpatients throughout entire visits to hospitals. Objective, To evaluate the processes and outcomes of the educational experience of Year 5 medical students accompanying outpatients at Nagoya University Hospital. Methods, An integrated, multimethod approach was adopted using a written survey with open-ended questions for students, focus groups with students, and a written evaluation survey for patients. In all, 99 students completed the survey, 19 students participated in 3 focus groups, and 46 patients participated in the evaluation. Results, Many students were sceptical about the objectives of the exercise. We were able to gain insight into student perceptions about facets of the exercise such as the ratio of students to patients and whether or not students should wear white coats. In particular, there was consensus among students about the importance of the debriefing session after the experience. Students achieved different learning outcomes depending on their particular individual experiences. In the student survey, 49% were satisfied with this experience, 6% were dissatisfied, and 43% were neither. In contrast, patients were highly satisfied with the experience (mean score 4.2 out of 5.0 on a Likert scale). Some students expressed concern about being a burden to patients, while many patients reported feeling emotionally supported by being accompanied by students. Conclusion, An integrated approach to programme evaluation, using quantitative and qualitative methods, was useful in the process and outcome evaluation of this new educational experience. The results have been taken into consideration for quality improvement of this curricular element. [source] Promoting Openness toward Culture Learning: Ethnographic Interviews for Students of SpanishMODERN LANGUAGE JOURNAL, Issue 3 2002Blair E. Bateman Although learning to understand another culture is often mentioned as a benefit of foreign language learning, merely studying a foreign language does not automatically produce cross,cultural understanding. Many students study a language only to fulfill requirements and see culture learning as a nonessential element of the curriculum. This article explains how conducting ethnographic interviews can promote openness toward culture learning. Following a brief review of the culture learning process and of attitudinal theory, the article reports on a study that replicated Robinson,Stuart and Nocon's (1996) San Diego State study in a Midwestern setting. Thirty,five college students from 2 second,year Spanish classes were introduced to ethnographic interviewing skills and assigned to interview a native speaker of Spanish. As in the previous study, the results showed that the interviews positively affected students' attitudes toward the target language and its speakers as well as their desire to learn Spanish. [source] The Utility of Simulation in Medical Education: What Is the Evidence?MOUNT SINAI JOURNAL OF MEDICINE: A JOURNAL OF PERSONALIZED AND TRANSLATIONAL MEDICINE, Issue 4 2009Yasuharu Okuda MD Abstract Medical schools and residencies are currently facing a shift in their teaching paradigm. The increasing amount of medical information and research makes it difficult for medical education to stay current in its curriculum. As patients become increasingly concerned that students and residents are "practicing" on them, clinical medicine is becoming focused more on patient safety and quality than on bedside teaching and education. Educators have faced these challenges by restructuring curricula, developing small-group sessions, and increasing self-directed learning and independent research. Nevertheless, a disconnect still exists between the classroom and the clinical environment. Many students feel that they are inadequately trained in history taking, physical examination, diagnosis, and management. Medical simulation has been proposed as a technique to bridge this educational gap. This article reviews the evidence for the utility of simulation in medical education. We conducted a MEDLINE search of original articles and review articles related to simulation in education with key words such as simulation, mannequin simulator, partial task simulator, graduate medical education, undergraduate medical education, and continuing medical education. Articles, related to undergraduate medical education, graduate medical education, and continuing medical education were used in the review. One hundred thirteen articles were included in this review. Simulation-based training was demonstrated to lead to clinical improvement in 2 areas of simulation research. Residents trained on laparoscopic surgery simulators showed improvement in procedural performance in the operating room. The other study showed that residents trained on simulators were more likely to adhere to the advanced cardiac life support protocol than those who received standard training for cardiac arrest patients. In other areas of medical training, simulation has been demonstrated to lead to improvements in medical knowledge, comfort in procedures, and improvements in performance during retesting in simulated scenarios. Simulation has also been shown to be a reliable tool for assessing learners and for teaching topics such as teamwork and communication. Only a few studies have shown direct improvements in clinical outcomes from the use of simulation for training. Multiple studies have demonstrated the effectiveness of simulation in the teaching of basic science and clinical knowledge, procedural skills, teamwork, and communication as well as assessment at the undergraduate and graduate medical education levels. As simulation becomes increasingly prevalent in medical school and resident education, more studies are needed to see if simulation training improves patient outcomes. Mt Sinai J Med 76:330,343, 2009. © 2008 Mount Sinai School of Medicine [source] Evidence-based early reading practices within a Response to Intervention systemPSYCHOLOGY IN THE SCHOOLS, Issue 5 2010Bill Bursuck Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling readers early, before they fail. A key component of RTI is the implementation of evidence-based reading practices within a multitiered framework. School psychologists are increasingly being asked to lead or be members of RTI building teams. As such, they can play an important role in assuring that evidence-based practices in reading are implemented with integrity. The purpose of this article is to provide a framework for judging the extent to which early reading instruction within a multitier RTI system is evidence based. Key evidence-based practices related to the content, design, and delivery of early reading instruction are described. © 2010 Wiley Periodicals, Inc. [source] Why Don't More Students Major in IS?DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2009William L. Kuechler ABSTRACT The large increases in the number of information systems (IS) majors about 10 years ago have been matched by equally large decreases in IS enrollments over the last few years. This article addresses the question of why students choose any major in general, and why students no longer choose to become an IS major in particular. We used a validated survey instrument and the responses from 163 students to examine this question in detail. Not surprisingly, we found that "genuine interest" in the subject was the most salient factor affecting the decision to major in IS. More surprising were what factors did not appear to influence this decision,for example, the promise of good job salaries, job security, the advice of others, or even the image of those who become IS professionals. Students seem aware that information technology employment opportunities exist; if job and salary issues contribute to choosing majors,other than IS, it is due to the perception of an unfavorable work/salary ratio for our field rather than one of job security or availability. That is, the amount of work to get an IS degree (the perception of harder-than-average courses) combined with (for many students) the perception of an undesirable amount of continuous training to keep an IS career just do not seem to balance with salary levels. These findings have important implications for the recruiting efforts of IS faculty seeking to attract more IS majors. [source] Applying the Collective Causal Mapping Methodology to Operations Management Curriculum Development,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2007Julie M. Hays ABSTRACT Although the field of operations management has come a long way since its beginnings in scientific management, the field still appears somewhat amorphous and unstructured to many. Introductory operations management textbooks usually include a number of largely disjointed topics, which leave many students (and their instructors) without a coherent framework for understanding the field. As a result, the importance and sequencing of topics varies widely between courses and instructors, even within the same university. This article applies the newly developed Collective Causal Mapping Methodology to create a causal map for the entire field of operations management. The causal map is built on expert opinions collected from over 250 academics and practitioners representing many areas of expertise, schools, organizations, and countries. This collective causal map is then used to create a new framework for understanding and teaching operations management. This framework can aid instructors in determining which topics should be taught in an operations management course, how these topics might be grouped and sequenced, and the important interrelationships among the topics that should be stressed to students. [source] Relationship of Student Undergraduate Achievement and Personality Characteristics in a Total Web-Based Environment: An Empirical StudyDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2005Marc J. Schniederjans ABSTRACT Web-based education is a popular format for the delivery of college courses. Research has shown that it may not be the best form of education for all students. Today, many students (and student advisors) face a choice in course delivery format (i.e., Web-based or more traditional classroom courses). This research study examines the relationship between student personality characteristics and their achievement scores as a means of identifying predictors of academic success in an undergraduate business program using Web-based education. The results of the study show that four basic personality characteristics are highly correlated to student achievement in Web-based courses. Use of these personality characteristics as variables in a regression model is shown to be a highly accurate predictive tool to aid students in the decision as to whether to take a particular Web-based course format or a more traditional classroom course. [source] Primary to Secondary LOTE Articulation: A Local Case in AustraliaFOREIGN LANGUAGE ANNALS, Issue 3 2001Article first published online: 31 DEC 200, Robert C. Kleinsasser Data taken from an independent school's admission documents over a 4-year period provide insights and reveal trends concerning students' preferences for language study, LOTE study continuity, and reasons for LOTE selection. The data also provides an accounting of some multiple LOTE learning experiences. The analysis indicates that many students who begin a LOTE in the early grades are thwarted in becoming proficient, because (1)continuation in the language is impossible due to unavailability of instruction; (2)expanded learning is hampered by teachers' inability to deal with a range of learners, (3)extended learning is hampered by administrative decisions or policies, or (4)students lose interest in the first LOTE and switch to another: Finally, a call is made for data gathering and research in local contexts to gain a better understanding of LOTE articulation challenges at the local, state, national, and international levels. [source] Bridges to learning: international student mobilities, education agencies and inter-personal networksGLOBAL NETWORKS, Issue 4 2008FRANCIS LEO COLLINS Abstract International education is a fundamentally transnational project. It relies on the movement of individuals or knowledge across national borders, disturbs the centrality of the nation-state in educational reproduction, and is facilitated by economic and social networks that act as bridges between countries of origin and education. In this article, I address this latter point through reference to research conducted with South Korean international students in Auckland, New Zealand. In particular, I discuss the emergence of transnational social and economic activities that are facilitating the movement of international students from South Korea to Auckland , activities that might usefully be understood as forming ,bridges to learning'. These include the activities of education agencies, immigrant entrepreneurs and the interpersonal relationships with which many students engage in the negotiation of their transnational lives. In a broader sense I illustrate how the emerging mobilities of international students cannot be viewed as independent of other phenomena but must be seen as embedded within transnational processes that take place at different geographic and social scales. [source] Using current consumer issues to involve students in researchINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2008Elizabeth B. Carroll Abstract The value of involving students in research has been well documented. By including students in research, active and independent learning opportunities are provided, the importance of inquiry and investigation is emphasized, and connections between course material and the discipline become evident. Relevant opportunities for involving students in research projects can sometimes be elusive. Faculty time constraints limit the number of projects that can be undertaken and the number of students involved. Furthermore, many students become intimidated when told that they are required to carry out a research project. The purpose of this study was to use current consumer issues to involve undergraduate students in a relevant research project. The research project was implemented in class settings with teams of students. Faculty selected contemporary consumer issues based upon perceived student interest and experiences as consumers. By using issues of high relevance and familiarity to students and using the team approach within a course that faculty members were already assigned to teach, the issues of time constraint for the faculty members and increased levels of comfort for students were addressed. Prior to undertaking the project, students were instructed in appropriate research methods. Research methods utilized included student development of survey instruments, collection and recording of data, interpretation of data and presentation of results. Students became familiar with various research practices. By working as team members, the students' comfort level for being involved in research increased; however, other common group challenges arose. Relevant, contemporary consumer issues carry high relevance and interest for student groups, helping generate enthusiasm for the research process. The focus on involving students in research continues to be emphasized. By using research topics related to student's experiences as consumers, students are more readily engaged in undertaking research projects. Through these relevant research projects, students' consumer decision making is positively impacted. [source] Student characteristics and subculture trends in interpersonal skills workshopsINTERNATIONAL NURSING REVIEW, Issue 3 2002C ert E d, J. Gilmartin P h D Abstract The aim of this study was to explore the experiences of student nurses when learning interpersonal skills and to examine the impact of small group work. A qualitative methodology was used. The sample comprised 50 student nurses who were undertaking the preregistration diploma course. In-depth interviews were employed to collect the data. The findings indicated that many students resisted learning owing to a range of personal characteristics that influenced the learning process. A student typology was constructed which highlighted four types of student characteristics that emerged from the data. Significant characteristics relating to each type of student behaviour are emphasized. This report also combines the student typology with the emergence of three distinct subcultures that frequently both interrupt and enhance learning. In presenting the subcultures the implications for group work are considered in conjunction with study limitations. [source] Comic Relief: Using Political Cartoons in the ClassroomINTERNATIONAL STUDIES PERSPECTIVES, Issue 3 2002Beth K. Dougherty Political cartoons are an excellent classroom tool to build students' critical thinking skills, to generate lively classroom discussions, and to get students excited about politics. Cartoons should be treated as serious commentary on political affairs. Interpreting a cartoon requires that the viewer be familiar with current issues and debates, savvy about the cultural context, and capable of analytical judgments. This technique capitalizes on the visual learning style of many students and interjects an added interactive dimension to classroom discussions. This article discusses some of the challenges of using cartoons in the classroom, including where to locate them. The text is accompanied by several representative cartoons. [source] Twelve-month Sealant Retention in a School-based Program Using a Self-etching Primer/AdhesiveJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 4 2004Daniel J. Venker DDS ABSTRACT Objectives: Very little independent research has been done on the new self-etching primer/adhesives in dentistry. A recent clinical study compared two sealant application techniques involving self-etching primer adhesives and the traditional phosphoric acid etch. The purpose of this study was to compare these two techniques in an Iowa school-based sealant program. Methods: Twelvemonth sealant retention data on 208 students from the Des Moines, Iowa, school-based sealant program were analyzed retrospectively. Results: Sealant retention reported at the person level showed that 60 percent of the students who received sealants at the five schools had to be recalled at one year to have one or more surfaces reseated. A logistic regression model at the person level demonstrated that the phosphoric acid technique was six times as likely to have retention of all the sealed tooth surfaces as those sealed with Prompt-L-Pop®. Conclusions: In this study, many students had to be recalled to the chair 12 months after sealant application due to incomplete retention. Though sealants were retained in larger numbers with phosphoric acid, overall sealant retention at the tooth level was lower than previously published for clinical studies and school-based programs. Examining retention data at the person level, however, allows program administrators to plan resources more effectively and reevaluate sealant protocol to ensure as few children return for sealant reapplication. [source] Toothbrushing Competency Among High-risk Grade One Students: an Evaluation of Two Methods of Dental Health EducationJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 4 2001Robert J. Hawkins BSc Abstract Objective: To evaluate the effectiveness of two methods of dental health education (DHE) for improving toothbrushing competency among grade one students at high risk for dental diseases. Methods: Fifty elementary schools in the former city of North York, Ontario, Canada, were assigned to one of two groups. In one group, students received a classroom-based DHE lesson that was reinforced by two small group sessions (n=243). In the other group, students received only a single classroom-based DHE lesson (n=206). Trained examiners assessed 11 toothbrushing skills at pre- and postintervention. Results: At the preintervention test, few significant differences were found between the groups and many students did not display competency in fundamental oral health skills, such as placing a toothbrush at the gum line. Following DHE interventions, students in both groups demonstrated improvements in most skills. A significantly higher proportion of students who received both classroom and small group sessions displayed gains in competency in three skills, compared to students receiving only a classroom lesson. These skills were brushing anterior lingual surfaces, brushing posterior lingual surfaces, and brushing all areas in a routine fashion. Students receiving only a classroom session did not display greater improvements in any skill areas compared to "classroom plus small group" students. Some students in both groups still lacked fundamental skills at the end of the DHE program. Conclusions: While one must exercise caution in interpreting the results due to several methodologic limitations, findings suggest that for high-risk grade one students, a classroom-based lesson combined with small group sessions is a more effective method of improving toothbrushing skills compared to a single classroom-based lesson. [source] Factors mediating the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuitsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2004Selen Sencar This study was designed to identify and analyze possible factors that mediate the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits. A Simple Electric Circuit Concept Test (SECCT), including items with both practical and theoretical contexts, and an Interest-Experience Questionnaire about Electricity (IEQ) were administered to 1,678 ninth-grade students (764 male, 914 female) after the completion of a unit on electricity to assess students' misconceptions and interests-experiences about electricity. Results of the concept test indicated that general performances of the students were relatively low and that many students had misconceptions in interpreting electric circuits. When the data were analyzed using MANOVA and follow-up ANOVAs, a gender difference for males was observed on the dependent variable of total scores on the 10 practical items; however, there was no significant gender difference on the dependent variable of total scores on the six theoretical items. Moreover, when the same data were analyzed using MANCOVA and follow-up ANCOVAs, controlling students' age and interest-experience related to electricity, the observed gender difference was mediated on the total scores on the practical items. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 603,616, 2004 [source] Math, Science, and Foreign Language: Evidence-Based Accommodation Decision Making at the Postsecondary LevelLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 4 2007Nicole S. Ofiesh Accommodations in postsecondary settings have become commonplace for many students with learning disabilities (LD) who have documented needs. Many of the accommodations professionals recommend for students with LD are based on an analysis of the course demands, the student's functional limitations, and a basic understanding of how the accommodation can facilitate the demonstration or acquisition of knowledge. However, little is known about which accommodations are recommended for math, science, and foreign language courses as well as the effectiveness of those accommodations. Because these content areas pose substantial hurdles for secondary students with LD who may transition to postsecondary settings, a review of the literature was conducted to evaluate current practices in the provision of accommodations to postsecondary students with LD in math, science, and foreign language courses. Findings indicate strong empirical evidence for extended test time for algebra exams and emerging research in changes to foreign language instruction. Recommendations for further research are provided. [source] Walter Cronkite High School: A Culture of Freedom and ResponsibilityLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2006Catherine Cobb Morocco Walter Cronkite High School is a comprehensive high school of nearly 4,000 students, located in New York City. The population of students with disabilities includes many students with severe and low-incidence disabilities, including 70 students with visual or hearing impairments and 20 students with orthopedic impairments. Cronkite High School's academic program reflects the belief that if students with disabilities can choose among a motivating set of intellectual options, receive appropriate academic support, and assume responsibility for their learning, they will be successful. The school puts that belief into practice through an "assembled puzzle" of academic opportunities, academic supports, and social opportunities designed to respond to highly varied student interests and academic needs. We describe "how the school works" through case studies of three students with learning disabilities and through an analysis of the high school transcripts of 36 students with disabilities who are recent graduates. [source] Undergraduate medical students: who seeks formative feedback?MEDICAL EDUCATION, Issue 6 2007Hazel K Sinclair Objective, This study aimed to monitor which undergraduate students collected formative feedback on their degree essays and to quantify any correlations between gender or summative mark achieved and whether formative feedback was sought. Methods, We carried out a study at the University of Aberdeen Medical School, involving a total of 360 Year 3 students, comprising all 177 students in the 2004 cohort and 183 in 2005. Data on gender and summative mark were routinely collected during the degree assessment processes in March 2004 and 2005. Students signed on receipt of their feedback. Results, Less than half the students (46%) collected their formative feedback: 47% in 2004, and 45% in 2005. Overall, females were significantly more likely than males to seek formative feedback (P = 0.004). Higher achievers were significantly more likely than lower achievers to seek their feedback (P = 0.020). Conclusions, Our findings indicate that these medical students, particularly males and poor students, may not use assessment feedback as a learning experience. Female and better students are keener to seek out formative feedback that might be expected to help them continue to do well. We need to explore further why so many students do not access formative feedback, and develop strategies for addressing this issue effectively. [source] Blending high school and college: Rethinking the transitionNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 144 2008Nancy Hoffman For many students the first year of college begins before high school ends. This reality is requiring that educators rethink their traditional notions of the first year. [source] Brian Scarlett , Myth, Motivator, Mentor, and ManPARTICLE & PARTICLE SYSTEMS CHARACTERIZATION, Issue 1 2007Reg Davies Few think of Particle Science and Engineering without thinking of Brian Scarlett. His career spanned over 40 years. From his early days in Nottingham to his final days in Florida, Particle Science and Engineering were not only his passion but his life. He was a complex man. Not all found him easy. However, he left an abiding legacy in the many students that he loved and mentored. He believed in providing opportunity for his students in travel, and sometimes accomplished this while stretching budgets. He motivated many into new arenas of technology, and had just begun to fulfil his technical dreams when cancer claimed him. His final years exposed the man; one who was single-minded, driven, and very brave. He did not complete the work he wanted to finish, but still left an indelible mark on the field of Particle Science and Technology for generations to come. In this paper, the life and accomplishments of this complex man are put into perspective; and, in so doing, we honor him in this special edition of the journal. [source] Critical Dialogues: Habermasian Social Theory and International Relations1POLITICS, Issue 3 2005Alexander Anievas The works of Jürgen Habermas have been a theoretical inspiration for many students of international relations (IR). To date, however, the majority of critical IR approaches drawing from the Habermasian perspective have done so on purely philosophical grounds. This article will thus explore the utility of the social-theoretical aspects of Habermas's work for critical inquiries into world politics. To this end, it will examine four main elements of his work: the theory of communicative action; public sphere; lifeworld/system architecture; and discourse ethics. It will be argued that adopting the Habermasian conceptual apparatus provides a social-theoretical route to explaining the contradictory and often paradoxical nature of international relations in the epoch of ,globalisation'. While various constructivist approaches to IR have recently offered more socially-oriented applications of Habermas's theoretical framework, the majority of these studies have done so from predominately non-critical standpoints. This article will thus seek to explore the utility of Habermas's work in offering a critical social theory of world politics. [source] An Administrative Manifesto for Survival in the Twenty-First CenturyPUBLIC ADMINISTRATION REVIEW, Issue 6 2009Hasan Danaee Fard Professor Ali Farazmand has written a manifesto for administrative action in an effort to improve public governance and administration capacity not only for today but also for tomorrow, which is highly volatile and uncertain. Farazmand's earlier works, especially his essay "Globalization and Public Administration" (PAR, November/December 1999), are familiar to many students and scholars in public administration around the world. [source] Teaching the Politics of Obesity: Insights into Neoliberal Embodiment and Contemporary BiopoliticsANTIPODE, Issue 5 2009Julie Guthman Abstract:, This article reflects on the author's experiences teaching an undergraduate lecture course on the politics of obesity. The course involved a critical examination of the construction and representation of the so-called epidemic of obesity and the major causal explanations for the rise in obesity. Students were unusually discomfited by the course and invoked pedagogical concerns and instructor embodiments in expressing their reactions. Student responses demonstrate how obesity talk reflects and reinforces neoliberal rationalities of self-governance, particularly those that couple bodily control and deservingness and see fatness as weakening the health of the body politic. The course also animated many students to scrutinize more deeply their own diet and exercise practices. I argue that the intensity of reaction stems from the productive power of the discourse of obesity and considerable investment students had in their bodies as neoliberal subjects. Besides classroom observations, the data in this paper are taken from student journals. [source] Multimedia presentations on the human genomeBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2008Implementation, animations, assessment of a teaching program for the introduction to genome science using a poster Abstract Genome science, including topics such as gene recombination, cloning, genetic tests, and gene therapy, is now an established part of our daily lives; thus we need to learn genome science to better equip ourselves for the present day. Learning from topics directly related to the human has been suggested to be more effective than learning from Mendel's peas not only because many students do not understand that plants are organisms, but also because human biology contains important social and health issues. Therefore, we have developed a teaching program for the introduction to genome science, whose subjects are focused on the human genome. This program comprises mixed multimedia presentations: a large poster with illustrations and text on the human genome (a human genome map for every home), and animations on the basics of genome science. We implemented and assessed this program at four high schools. Our results indicate that students felt that they learned about the human genome from the program and some increases in students' understanding were observed with longer exposure to the mixed multimedia presentations. [source] | ||||||||||||||||||||||