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Student Survey (student + survey)
Selected AbstractsDemographic, Environmental, Access, and Attitude Factors That Influence Walking to School by Elementary School-Aged ChildrenJOURNAL OF SCHOOL HEALTH, Issue 6 2009Ariel Rodríguez PhD ABSTRACT Background:, Walking to school has been identified as an activity that contributes to children's daily exercise requirements. The purpose of this study was to better understand factors that influence walking to school by elementary school,aged children. Methods:, A sample of 1,897 elementary school,aged children (84% response rate; 3rd-5th graders) throughout Michigan completed the Michigan Safe Routes to School Student Survey. The survey measures environmental, access, and attitudinal perceptions toward school routes and transportation methods. Results:, Using logistic regression, the results indicate that the odds of walking to school increase the older children are (odds ratio (OR) = 1.80, 95% confidence interval (CI) = 1.20-2.70) and if students perceive that walking to school saves time (OR = 3.32, 95% CI = 1.44-7.66) or is safe (OR = 2.60, 95% CI = 1.06-6.39). The odds of a student walking to school decrease the farther a student lives from his or her school (OR = 0.11, 95% CI = 0.04-0.37), if his or her parents have a car (OR = 0.07, 95% CI = 0.02-0.22), and if the student has access to a school bus (OR = 0.07, 95% CI = 0.03-0.18). These factors are significant (p < .05) predictors of walking to school after controlling for other demographic, environmental, access, and attitude factors. Conclusions:, The study results support research indicating that environmental and access factors influence whether elementary school,aged children walk to school. In addition, when children perceive walking to school to be convenient (ie, saves time), their odds of walking to school increase. Future school- and community-based programs promoting walking to school should continue to focus on making walking to school not only safer, but also more convenient. [source] Using Student Risk Factors in School Violence Surveillance Reports: Illustrative Examples for Enhanced Policy Formation, Implementation, and EvaluationLAW & POLICY, Issue 3 2001Michael J. Furlong This article presents information about the range and type of violent and associated behaviors that occur on American school campuses. We argue that the prevailing practice of reporting single-item population estimate trends from school violence surveillance surveys provides an incomplete basis upon which to form and evaluate public policy related to school violence. The presentation draws upon information derived from the 1993, 1995, 1997, and 1999 Centers for Disease Control's Youth Risk Behavior Surveillance (YRBS) surveys (CDC 1995, 1996, 1998, 2000) and the 1997,1998 California Student Survey (CSS) (Austin et al. 2001). Secondary analyses using the YRBS and the CSS are used to illustrate the importance of considering risk and school adjustment patterns when examining school violence trends to formulate public policy agendas. [source] Food Microbiology,Design and Testing of a Virtual Laboratory ExerciseJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2010Steve Flint They were presented with a food-contamination case, and then walked through a number of diagnostic steps to identify the microorganism. At each step, the students were asked to select 1 of 4 tests. All tests had an associated cost. Feedback was given on selection and once the right test was selected, students were shown the results and could progress. At the end of the exercise, students had determined a number of characteristics of the microorganism. They were then required to identify the organism using a variety of reference material and present a report on the significance of the microorganism identified. A student survey showed they enjoyed the exercise and felt it fulfilled the aims and objectives of the lesson. There was a positive response to its flexible nature and the inclusion of test costs. This virtual laboratory was less expensive and 10 times faster than a traditional laboratory exercise yet achieved the same learning outcomes for students who were already familiar with laboratory techniques. The virtual lab was developed with a generic template that could be used for future lessons. [source] A Method for Graduate Students to Provide Feedback to Their Major ProfessorsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 3 2002F.M. Dong ABSTRACT: A graduate student survey was developed and administered annually for 3 y by a graduate student committee in the School of Fisheries, Univ. of Washington, Seattle, Wash., U.S.A. The main objective of the 5-point rating scale survey was to raise the consciousness level of faculty as to how they were being perceived as major professors by their students. Results indicate that the anonymous survey can be an effective assessment tool in the development of mentoring skills by a major professor, is a heuristic device, and should be continually improved based on results and feedback. It is also important that there be some way to help faculty with the process of improvement of mentoring skills if that is a desired outcome. [source] The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2010Grady J. Venville Abstract The literature provides confounding information with regard to questions about whether students in high school can engage in meaningful argumentation about socio-scientific issues and whether this process improves their conceptual understanding of science. The purpose of this research was to explore the impact of classroom-based argumentation on high school students' argumentation skills, informal reasoning, and conceptual understanding of genetics. The research was conducted as a case study in one school with an embedded quasi-experimental design with two Grade 10 classes (n,=,46) forming the argumentation group and two Grade 10 classes (n,=,46) forming the comparison group. The teacher of the argumentation group participated in professional learning and explicitly taught argumentation skills to the students in his classes during one, 50-minute lesson and involved them in whole-class argumentation about socio-scientific issues in a further two lessons. Data were generated through a detailed, written pre- and post-instruction student survey. The findings showed that the argumentation group, but not the comparison group, improved significantly in the complexity and quality of their arguments and gave more explanations showing rational informal reasoning. Both groups improved significantly in their genetics understanding, but the improvement of the argumentation group was significantly better than the comparison group. The importance of the findings are that after only a short intervention of three lessons, improvements in the structure and complexity of students' arguments, the degree of rational informal reasoning, and students' conceptual understanding of science can occur. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 952,977, 2010 [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] Online Student Ratings: Will Students Respond?NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 96 2003Trav D. Johnson In this chapter, the author examines important issues related to online reporting of student survey results. [source] Online Reporting of Results for Online Student RatingsNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 96 2003Donna C. Llewellyn In this chapter, the author examines important issues related to online reporting of student survey results. [source] Incorporating a collaborative web-based virtual laboratory in an undergraduate bioinformatics courseBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010David Weisman Abstract Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a face-to-face lecture course with a web-based virtual laboratory presents new opportunities for collaborative learning of the conceptual material, and for fostering peer support of technical bioinformatics questions. To explore this combination, an in-person lecture-only undergraduate bioinformatics course was augmented with a remote web-based laboratory, and tested with a large class. This study hypothesized that the collaborative virtual lab would foster active learning and peer support, and tested this hypothesis by conducting a student survey near the end of the semester. Respondents broadly reported strong benefits from the online laboratory, and strong benefits from peer-provided technical support. In comparison with traditional in-person teaching labs, students preferred the virtual lab by a factor of two. Key aspects of the course architecture and design are described to encourage further experimentation in teaching collaborative online bioinformatics laboratories. [source] Evaluation of the North Carolina "Baby Think It Over" ProjectJOURNAL OF SCHOOL HEALTH, Issue 5 2002Lynne R. Tingle ABSTRACT: The North Carolina "Baby Think It Over" (BTIO) evaluation was conducted during spring semester 2000. Data were collected from participating teachers, students, and parents. Twenty-five teachers were selected randomly from different counties in North Carolina. Each randomly selected teacher coordinated the evaluation in conjunction with the intervention. Student surveys determined whether using the BTIO doll changed perceptions and attitudes toward teen parenting. Information also was collected on the veracity of each student's participation based on data provided from the computer in the baby. Surveys were sent home to the parents of participating students so information on communication, disruption of the household, and parenting perceptions could be obtained. Each teacher completed a survey that sought information on topics discussed throughout the intervention, hours of the program, and perceptions of program effectiveness. Parents and teachers were offered participation incentives. Overall, support existed for the BTIO intervention by parents and teachers. Most teachers and parents felt the program was effective at increasing communication about parenting and changing teen's attitudes in a desired direction. Most teachers reported that the intervention was not disruptive to their classes. However, results from student surveys did not reveal the same support. Student changes in attitudes and beliefs about parenting after the intervention were minimal. (J Sch Health. 2002;72(5): 178,183) [source] A portable bioinformatics course for upper-division undergraduate curriculum in sciencesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 5 2008Wely B. Floriano Abstract This article discusses the challenges that bioinformatics education is facing and describes a bioinformatics course that is successfully taught at the California State Polytechnic University, Pomona, to the fourth year undergraduate students in biological sciences, chemistry, and computer science. Information on lecture and computer practice topics, free for academic use software and web links required for the laboratory exercises and student surveys for two instances of the course, is presented. This course emphasizes hands-on experience and focuses on developing practical skills while providing a solid knowledge base for critically applying these skills. It is designed in blocks of 1-hour lecture followed by 2 hours of computer laboratory exercises, both covering the same general topic, for a total of 30 hours of lecture and 60 hours of computer practice. The heavy computational aspect of this course was designed to use a single multiprocessor computer server running Linux, accessible from laptops through Virtual Network Computing sessions. The laptops can be either provided by the institution or owned by the individual students. This configuration avoids the need to install and maintain bioinformatics software on each laptop. Only a single installation is required for most bioinformatics software on the Linux server. The content of this course and its software/hardware configuration are well suited for institutions with no dedicated computer laboratory. This author believes that the same model can be successfully implemented in other institutions, especially those who do not have a strong instructional computer technology support such as community colleges and small universities. [source] | |||||||||||||