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Student Interviews (student + interview)
Selected AbstractsThe stability of maternal ratings of medical student interviewsMEDICAL EDUCATION, Issue 9 2005Maree O'Keefe Introduction, Little information is available on the intrarater reliability of parent ratings of medical student interview skills. The aim of this study was to compare maternal ratings of a videotaped medical student interview, with ratings by the same mother of the same interview seen a month later. Method, Thirty mothers rated 1 of 2 ,medical student' interview videotapes (random allocation). An actor played the role of the student and demonstrated different student skill levels in each interview. Mothers rated the same interview again a month later (mean ± SD 34 ± 13 days). Maternal satisfaction was measured using the Medical Interview Satisfaction Scale (MISS, maximum score 203) and the Interpersonal Skills Rating Scale (IPS, maximum score 91) with higher scores indicating higher satisfaction. Results, No significant differences in mean maternal ratings were observed following the first and second viewings of each interview. The average percentage difference in first and second viewing scores was MISS 4%, IPS 8% with correlation coefficients MISS 0.96, IPS 0.87 (P < 0.05). Conclusions, The high levels of stability in maternal evaluations of simulated medical student interviews supports the use of maternal evaluations for longitudinal monitoring of medical student performance. [source] Literary Discussions and Advanced Speaking Functions: Researching the (Dis) ConnectionFOREIGN LANGUAGE ANNALS, Issue 2 2004Richard Donato PhD Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language proficiency, this issue has not received serious research attention. In this study, classroom transcripts were analyzed for the following features: (1) discourse structure of the literary discussion; (2) the use of teacher questions; (3) verb tense distribution; and (4) student uptake. The analysis attempted to uncover how literary discussion afforded opportunities for students to describe, to narrate in major timeframes, to use extended discourse, to share opinions and arguments, to explore alternatives, and to hypothesize,all advanced and superior level speaking functions. The study also included instructor and student interviews to determine their views of foreign language literature classes and to see if what was observed could be explained by the goals the instructor and students had expressed. The findings suggest that simply having a literary discussion does not ensure that students will be pushed to use the language in advanced ways even when faced with tasks requiring critical thinking and advanced language use. One issue that this study reveals is that, for students to experience speaking in the advanced ranges of proficiency, discussions must enable complex thinking in complex language. Other findings suggest that literature instructors should be aware of the discourse opportunities that arise in literary discussions, should make speaking expectations and advanced functions clear to students, and should monitor student language use during discussions. [source] Language study in higher education and the development of criticality1INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2005Christopher Brumfit criticalité; éducation supérieure; langues étrangères This article explores the development of criticality in Modern Languages graduates in the UK. It is based on a larger research project investigating the development of criticality in (initially) two academic disciplines through the detailed analysis of a large corpus of qualitative data. This includes student interviews, teacher interviews, classroom observation, written and oral work produced by students, documentation produced for courses, and policy statements from national and institutional sources. This article focuses on the relationship between the Modern Languages curriculum, particularly language teaching and learning, and the development of criticality. Drawing upon evidence from the qualitative data, it outlines the ways in which the courses can be seen to contribute to the development of wider social competences. Finally it discusses the distinctiveness of the contribution to criticality development provided by the cross-cultural and cross-linguistic experience of Modern Languages undergraduates. Cet article explore le développement de la ,criticalité' chez les étudiants en langues étrangères à l'université en Grande-Bretagne. Il se base sur l'analyse détaillée d'un corpus important de données qualitatives, recueilli dans le contexte d'un projet de recherche sur le développement de la ,criticalité' dans deux disciplines différentes. Ce corpus comprend des entretiens avec des étudiants, leurs professeurs, ainsi que des observations de cours, le travail écrit et oral produit par les étudiants, la documentation accompagnant les cours, et les communiqués provenant de sources institutionnelles et nationales. Cet article examine en détail la relation entre le programme d'études de langues, et tout particulièrement l'apprentissage et l'enseignement de la langue elle-même, et le développement de la ,criticalité'. Il expose la façon dont les cours contribuent au développement de compétences sociales plus larges, à partir d'une analyse qualitative des données. En dernier lieu, il examine les caractéristiques spécifiques de la contribution au développement de la ,criticalité' fournies par les experiences plurilinguies et multiculturelles des étudiants en langues. [source] When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structureJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2009H.-J. So Abstract The purpose of this study is to explore how groups decide to use asynchronous online discussion forums in a non-mandatory setting, and, after the group decision is made, how group members use online discussion forums to complete a collaborative learning project requiring complex data gathering and research processes. While a large body of research on computer-mediated communication (CMC) has documented successful intervention strategies to promote and sustain online discussion forums, little of the research has examined the use of online discussion forums in voluntarily contexts, wherein the decision to use online discussion forums is a personal decision and participation is not a graded component. This study approaches the research questions using a naturalistic case study of one graduate-level blended learning course with 55 students. Employing both student interviews and content analysis methods, this study revealed that the factors affecting the group decision to use online discussion forums are (1) successful or unsuccessful experiences during the first trial, (2) perceived affordances of CMC tools, and (3) the interplay between the nature of collaborative tasks and perceived efficiency. The content analysis of online postings in two voluntary groups revealed that when groups decided to use online discussion forums, participation levels were almost equal among individual group members, and discussion threads were sustained until the final completion of the collaborative project. [source] Cross-cultural Comparisons of Online CollaborationJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 1 2002Kyong-Jee Kim This study investigated two interconnected conferences formed by students and instructors from two different cultures,Finland and the United States,to discuss case situations or problems in school observations, in order to examine cross-cultural differences in online collaborative behaviors among undergraduate preservice teachers. A conference for Korean students in the following semester was added and analyzed for more diverse cross-cultural comparisons. In terms of the first part of this study, computer log data indicated that there were more cross-cultural postings in the Finnish conference by U.S. students than Finnish visitors within the U.S. conference. In addition, student postings made up nearly 80 percent of these discussions. Qualitative content analyses of computer transcripts were conducted to compare their collaborative behaviors with the conferences. Results revealed some cross-cultural differences in the participants' online collaborative behaviors. Korean students were more social and contextually driven online, Finnish students were more group-focused as well as reflective and, at times, theoretically driven, and U.S. students more action-oriented and pragmatic in seeking results or giving solutions. The U.S. and Finnish students spent much time sharing knowledge and resources and also providing cross-cultural feedback. Findings indicate that instructors who facilitate online collaboration among multicultural students need to be aware of cultural differences in the learners' online collaborative behaviors, and such differences need to be taken into account to foster online collaboration among culturally diverse learners. Some data from post-collaboration questionnaires, student interviews, and videoconferencing further informed these findings. [source] A secondary reanalysis of student perceptions of non-traditional writing tasks over a ten year periodJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2010Mark A. McDermott This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an interpretive framework different than the particular frameworks guiding the individual studies. In doing so, a greater ability to generalize findings was sought. Main assertions emerging from the student responses analyzed include recognition of benefits of non-traditional writing, recognition of the need for particular task characteristics to encourage these benefits, and recognition of greater cognitive activity than is present in typical science classroom writing. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 518,539, 2010 [source] Teachers respond functionally to student gender differences in a technology courseJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2008Martha M. Voyles Abstract This study examines teacher,student interactions and selected student gender differences with volunteer boys and recruited girls in a technology class. The participants were teachers and triads of girls and boys in single-gender sections of a technology course where the students built, designed features for, and programmed Lego robots. We analyzed transcripts of videotapes of instruction; teacher, parent, and student interviews; student questionnaires; and final programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with boys and girls as functional responses to those differences. At the end of the course, volunteer boys and recruited girls did not differ in achievement or interest in the course. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 322,345, 2008 [source] Exploring the use of multiple analogical models when teaching and learning chemical equilibriumJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2005Allan G. Harrison This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the observation of three consecutive Grade 12 lessons on chemical equilibrium, pre- and post-lesson interviews, and delayed student interviews. The key analogical models used in teaching were: the "school dance"; the "sugar in a teacup"; the "pot of curry"; and the "busy highway." The lesson and interview data were subject to multiple, independent analyses and yielded the following outcomes: The teacher planned to use the students' prior knowledge wherever possible and he responded to student questions with stories and extended and enriched analogies. He planned to discuss where each analogy broke down but did not. The students enjoyed the teaching but built variable mental models of equilibrium and some of their analogical mappings were unreliable. A female student disliked masculine analogies, other students tended to see elements of the multiple models in isolation, and some did not recognize all the analogical mappings embedded in the teaching plan. Most students learned that equilibrium reactions are dynamic, occur in closed systems, and the forward and reverse reactions are balanced. We recommend the use of multiple analogies like these and insist that teachers always show where the analogy breaks down and carefully negotiate the conceptual outcomes. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1135,1159, 2005 [source] "How Come Nobody Told Me?"LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2002Fostering Self-Realization Through a High School English Curriculum Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher's intervention intended to promote self-realization, a fundamental component of self-determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self-advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students' responses, which prompted us to question teachers' and families' responsibilities for engaging young people in dialogue about special education and disability. [source] The stability of maternal ratings of medical student interviewsMEDICAL EDUCATION, Issue 9 2005Maree O'Keefe Introduction, Little information is available on the intrarater reliability of parent ratings of medical student interview skills. The aim of this study was to compare maternal ratings of a videotaped medical student interview, with ratings by the same mother of the same interview seen a month later. Method, Thirty mothers rated 1 of 2 ,medical student' interview videotapes (random allocation). An actor played the role of the student and demonstrated different student skill levels in each interview. Mothers rated the same interview again a month later (mean ± SD 34 ± 13 days). Maternal satisfaction was measured using the Medical Interview Satisfaction Scale (MISS, maximum score 203) and the Interpersonal Skills Rating Scale (IPS, maximum score 91) with higher scores indicating higher satisfaction. Results, No significant differences in mean maternal ratings were observed following the first and second viewings of each interview. The average percentage difference in first and second viewing scores was MISS 4%, IPS 8% with correlation coefficients MISS 0.96, IPS 0.87 (P < 0.05). Conclusions, The high levels of stability in maternal evaluations of simulated medical student interviews supports the use of maternal evaluations for longitudinal monitoring of medical student performance. [source] | ||||||||||||||||