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Ways Students (way + student)
Selected AbstractsThe academic environment: the students' perspectiveEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008K. Divaris (nci) Abstract Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4,6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the ,students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The ,ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from ,class size', ,leisure time' and ,assessment procedures' to ,relations with peers and faculty', ,ethical climate' and ,extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between ,teaching' and ,learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement. [source] Continuing professional development for veterinariansAUSTRALIAN VETERINARY JOURNAL, Issue 4 2005IW CAPLE Continuing professional development for veterinarians is expected to commence in the year after graduation and continue until retirement. The World Organisation for Animal Health standard for veterinary services is based on principles of an ethical, organisational and technical nature, and a mix of regulation, self-regulation and quality assurance approaches are used. Few jurisdictions have made a minimum requirement of continuing professional development, measured in hours or units, mandatory in 2004, however, there is an increasing expectation of veterinarians to keep a personal record of their continuing professional development activities. Such records might assist in defending complaints about professional misconduct, and provide a basis for planning and monitoring personal professional growth. Continuing professional development can be obtained by a variety of means through structured and unstructured learning activities. The rapid advances in communication technologies and ready access to available electronic databases at the beginning of the 21st century is rapidly changing the way students learn in veterinary schools and how they will acquire continuing professional development during their careers. Universities, governments, professional associations and special interest groups all have roles to play in the delivery of continuing professional development to the veterinary profession and to ensure a structure is in place to monitor improvements in the delivery of quality veterinary services. [source] An enhanced Bayesian model to detect students' learning styles in Web-based coursesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2008P. García Abstract Students acquire and process information in different ways depending on their learning styles. To be effective, Web-based courses should guarantee that all the students learn despite their different learning styles. To achieve this goal, we have to detect how students learn: reflecting or acting; steadily or in fits and starts; intuitively or sensitively. In a previous work, we have presented an approach that uses Bayesian networks to detect a student's learning style in Web-based courses. In this work, we present an enhanced Bayesian model designed after the analysis of the results obtained when evaluating the approach in the context of an Artificial Intelligence course. We evaluated the precision of our Bayesian approach to infer students' learning styles from the observation of their actions with a Web-based education system during three semesters. We show how the results from one semester enabled us to adjust our initial model and helped teachers improve the content of the course for the following semester, enhancing in this way students' learning process. We obtained higher precision values when inferring the learning styles with the enhanced model. [source] Integrating Reform-Oriented Math Instruction in Special Education SettingsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2007Brian A. Bottge This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest,posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control conditions. Scores on the curriculum-aligned and standardized measures showed improved problem-solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day-to-day classroom activities. The findings showed that problem-based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand. [source] The Role of Conversation in a Thematic Understanding of LiteratureLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2002Catherine Cobb Morocco Opportunities to discuss literature with peers are critical to students' development of literary understanding. Despite the importance of these discourse experiences, many middle-school students are not afforded these opportunities or the necessary teacher support in their English language arts classrooms. Based on a sociocultural perspective, we set out to examine the ways that middle-grades students, particularly those with disabilities, contribute to peer-led discussions and how their participation enables them to build toward textual understanding, social understanding, and understanding of literary discourse. We conducted an in-depth analysis of a verbatim transcription of a video-taped literacy lesson in an urban classroom. Drawing on that analysis, we describe the ways students participated in the literary discourse and the teacher practices that supported students' participation in this discourse. This analysis provides evidence that students with disabilities can acquire the discourse practices needed for interpreting challenging literature with their regular education peers. [source] Racial Identity and Asian Americans: Support and ChallengesNEW DIRECTIONS FOR STUDENT SERVICES, Issue 97 2002Alvin N. Alvarez Racial identity is an important but often overlooked aspect of working with Asian American college students. An understanding of racial identity theory can provide insight into the ways students experience and deal with the college environment, peers, and their identity. [source] | |||||||||||||