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Course Work (course + work)
Selected AbstractsCMA Candidate Attributes and Performance: Some Implications,ACCOUNTING PERSPECTIVES, Issue 1 2005MANMOHAN RAI KAPOOR ABSTRACT A university degree or equivalent is one of the criteria for eligibility to write the entrance examination for qualification as a certified management accountant (CMA). This study assessed various attributes, including exposure to liberal or general education, that candidates acquired during their university studies and examined the impact of these attributes on candidates' performance in the examination. The data included academic transcripts of 270 candidates who wrote the examination. Results indicated a positive, statistically significant correlation between the examination score and the candidate's exposure to liberal or general education, credit hours passed in accounting, grade point average in accounting, and grade point average in the overall course work. Credit hours failed in accounting showed a negative correlation. These findings are relevant to accounting educators, student counsellors, students, and the accountancy profession in general. [source] Prescribing non-psychopharmacological agents: A new potential role for psychologists in primary care settings and specialty clinicsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2006Jay E. Earles At least 10 years have passed since the Department of Defense Psychopharmacology Demonstration Project graduated its first class of psychologists. All graduates of that program were credentialed to prescribe and the program received promising external reviews and audits. The profession has since moved well beyond the initial question, "Can and should psychologists prescribe?" posed over two decades ago. A number of professional schools and training institutions have implemented postdoctoral psychopharmacology training programs and over 20 states are actively pursuing legislative agendas. Given recent initiatives to provide health psychology services within the primary care arena, the authors introduce a new role in the scope of psychology's prescribing activities. They propose that psychopharmacological agents are not the only medications psychologists should be trained to prescribe and psychopharmacology training should include course work and supervision related to treatment within a primary care patient setting in addition to a traditional psychiatric one. The authors provide the rationale for primary care clinical health psychology training as the appropriate mechanism for psychopharmacology education and practice. Public health needs and epidemiological data provide the rationale for health psychologists additionally prescribing non-psychopharmacological agents. © 2006 Wiley Periodicals, Inc. J Clin Psychol 62: 1213,1220, 2006. [source] Non-mathematical problem solving in organic chemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2010David P. Cartrette Abstract Differences in problem-solving ability among organic chemistry graduate students and faculty were studied within the domain of problems that involved the determination of the structure of a molecule from the molecular formula of the compound and a combination of IR and 1H NMR spectra. The participants' performance on these tasks was compared across variables that included amount of research experience, year of graduate study, and level of problem-solving confidence. Thirteen of the 15 participants could be classified as either "more successful" or "less successful." The participants in this study who were "more successful" adopted consistent approaches to solving the problems; were more likely to draw molecular fragments obtained during intermediate stages in the problem-solving process; were better at mining the spectral data; and were more likely to check their final answer against the spectra upon which the answer was based. Experience from research, teaching, and course work were found to be important factors influencing the level of participants' success. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:643,660, 2010 [source] Investigation of secondary science teachers' beliefs and practices after authentic inquiry-based experiencesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2006Sherri L. Brown This study continues research previously conducted by a nine-university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and practices with regard to inquiry-oriented instruction. In this study, we analyzed the relationship among secondary science teachers' preparation, their beliefs, and their classroom practices after completion of a course designed to provide authentic inquiry experiences. From Teacher Pedagogical Philosophy Interview data and Secondary Science Teacher Analysis Matrix observational data, we analyzed links between the teachers' conveyed beliefs and observed practice regarding the teachers' actions (TA) and students' actions (SA). Also presented is a listing of teachers' perceived influences from university preparation course work. Results indicated that 7 of the 8 teachers professed a belief in teacher-centered or conceptual style with regard to TA and SA. The observational results indicated that 7 of the 8 teachers displayed a teacher-centered or conceptual style with regard to TA and SA. Inconsistencies between interview and observational data were unexpected, as half of the teachers professed slightly greater teacher-centered styles with regard to TA than what they actually practiced in their classrooms. All teachers reported that an inquiry-based science course was valuable. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 938,962, 2006 [source] Students' science perceptions and enrollment decisions in differing learning cycle classroomsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2001Ann M.L. Cavallo This investigation examined 10th-grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029,1062, 2001 [source] New directions for dual enrollment: Creating stronger pathways from high school through collegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 145 2009Nancy Hoffman This chapter provides a national picture of innovative learning options, such as dual enrollment and early college high schools. These options prepare high school students for college-level course work by providing supported early immersion in college. The chapter also discusses how such programs can help a wide range of students and highlights the importance of state policy in encouraging these efforts to create stronger connections among high schools, post-secondary institutions, and the workforce. [source] The European computer driving licence and the use of computers by dental studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2009G. S. Antonarakis Abstract The use of computers within the dental curriculum for students is vital for many aspects of their studies. The aim of this study was to assess how dental students who had obtained the European computer driving licence (ECDL) qualification (an internationally-recognised standard of competence) through taught courses, felt about the qualification, and how it changed their habits vis-à-vis computers, and information and communication technology. This study was carried out as a descriptive, one-off, cross-sectional survey. A questionnaire was distributed to 100 students who had successfully completed the course, with questions pertaining to the use of email, word processing and Internet for course-works, Medline for research, computer based learning, online lecture notes, and online communication with members of staff, both before and after ECDL qualification. Scaled responses were given. The attitudes of students towards the course were also assessed. The frequencies and percentage distributions of the responses to each question were analysed. It was found that dental students who follow ECDL teaching and successfully complete its requirements, seem to increase the frequency with which they use email, word processing and Internet for course works, Medline for research purposes, computer based learning, online lecture notes, and online communication with staff. Opinions about the ECDL course varied, many dental students finding the course easy, enjoying it only a little, but admitting that it improved their computer skills. [source] | ||||||||||